Introduction - The Nottingham Emmanuel School · Introduction As you will be aware, the home school agreement underpins all that we seek to achieve at ... reading, learning or revising

Introduction

As you will be aware, the home school agreement underpins all that we seek to achieve at

Emmanuel in support for your child. Effective communication between staff and parents

enables us, together, to achieve the best possible outcomes for your son or daughter, not

only in relation to their academic achievement but also their development as a whole person,

especially as they begin and settle into Year 7.

This information pack contains a summary of the curriculum content for each subject,

alongside further details of the homework assignments to further support each student’s

learning outside of the classroom. We hope that you will find this outline helpful as you begin

to understand the content of the curriculum for Year 7; the subjects are compiled in

alphabetical order. If you would like any further clarification during the course of the

academic year, please do not hesitate to contact the Vice Principal for Teaching and

Learning Mr Smith or, alternatively, the Director of Learning for the particular subject area.

Contact information is being published on the school website.

As parents, it is vital that you note the date of the parent consultation evening, which for

Year 7 is on Wednesday 26 March 4.00pm – 6.00pm. This event will enable you to meet

with all of the subject teachers, on a one to one basis, to receive feedback on your child’s

progress in relation to their targets: parents are expected to attend every evening.

In addition to the consultation evening, you will receive a termly report which includes:

a) The attendance and punctuality percentage to date

b) The levels at which your child is working in each subject compared to target

c) A grading on their behaviour for learning

d) An indication of whether they are completing their homework assignments

On an annual basis, you will also receive a summary report from their form tutor which

includes:

a) An overview of academic progress across all subjects

b) A comment on their personal, social and spiritual development

c) A summary of the rewards they have achieved

d) Their involvement in the programme of extra-curricular clubs

We hope that you find this publication useful and we would encourage you to use the

information to support both family conversations around school work and when you talk to

teachers at the parent consultation evening. Inevitably, there may be changes to this

published material in line with further national curriculum guidance.

The Nottingham Emmanuel School

A Church of England Academy

Curriculum and Assignment

Overview for Parents

Year 7

Year 7 Curriculum

Art Drama

English French

Geography History

ICT Mathematics

Music PE

Religious Studies Science

Spanish Technology

Year 7 Assignments

Learning outside the classroom is that work undertaken out of classroom hours and is viewed

as integral to the curriculum and facilitates excellent progress and learning across all year

groups. Each department has its own policy for the setting and assessment of assignments

within an agreed school framework, and there is a wide range of activities that are published to

parents alongside our curriculum frameworks and overviews. We continue to believe that it is

important for teachers and parents to work together to ensure that any learning beyond the

classroom is effective, purposeful and a genuine learning experience. We ask parents for their

co-operation in assisting us with its implementation, to help students prepare for, consolidate

and extend their learning in all subjects.

Students make note of assignments in their student planner, which each student should carry

with them at all times. Parents are also asked to sign the Student Planner at the end of each

week. If there are any areas of concern, parents should contact the School as soon as they

arise. Form Tutors will check each student's planner on a regular basis to ensure that

assignments have been recorded and that it has been checked by parents. We encourage

parents to use the planner as a means of communication.

These assignments are diverse and may include:-

(i) encouraging students to pursue their own line of enquiry (ii) consolidating the learning that has already taken place in the classroom (iii) extending learning beyond the scope of the classroom (iv) preparing work for a forthcoming lesson (v) factual or imaginative writing (vi) reading, learning or revising (vii) fact-finding and research

Parents can support in a number of ways, some of which are outlined below:-

(i) encouraging and supporting their children by talking about the work and providing quiet study facilities.

(ii) checking presentation, handwriting and spelling. (iii) testing what has been set to be learnt. (iv) listening to them read what they have written (v) asking them to explain what they have been studying. (vi) encouraging children to find out more about the topic/subject through independent

study

The time each student should spend on assignments increases gradually from Year 7 to Year

13. As a rough guide, year 7 students can expect to spend about 50 minutes on assignments

per night.

Students who fail to attempt assignments will be expected to complete extra work either at

lunchtime or after school.

Art

In Art and Design, Year 7 students explore a variety of 2D and 3D media allowing themselves the chance to develop and refine their skills. During the Autumn term students study portraiture, exploring a range of artists linked to the formal elements line, tone, shape and form. The Spring term sees teaching and learning centre around an architect called Antoni Gaudi and exploring one and 2 point perspective. Students use drawing, model making and photography to develop and apply their understanding. The Summer term focuses on Land Art, Andy Goldsworthy and sculptures, again thinking about concepts such as Ephemeral Art, students construct creative responses individually and in collaboration. Projects are reinforced by homework assignments which are designed to consolidate learning and allow students more freedom expressing their creative responses.

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

BASELINE ASSESSMENT Students will be assessed on their drawing skills, creativity and ability to understand and interpret the work of others. PORTRAITURE Students explore a range of contextual sources and apply a variety of styles linked to the formal elements, whilst developing their cultural, spiritual and moral development. They will understand and apply correctly the rules of proportion. Learning Objectives All Students will gain: Basic formal drawing skills of how to construct a face considering facial features, tone and proportion. Basic understanding of how visual language can be used to express emotion. Basic knowledge about how artists have used similar techniques to create their own artwork and express themselves. An understanding of the formal elements in art and how artists have applied them.

PERSPECTIVE Broad educational aims Students to produce an expressive outcome in 2D or 3D in the style of Gaudi, whilst developing their cultural, spiritual and moral development. To understand and apply correctly the rules of perspective. Learning Objectives All Students will gain: Basic formal drawing skills of how to construct 1 point and 2 point perspective. Basic understanding of colour theory. Basic knowledge about how artists have used similar techniques to create their own artwork and express themselves.

LAND ART Broad educational aims Students to produce an expressive sculpture piece whilst developing their cultural, spiritual and moral attributes. To understand and apply correctly the rules of the Formal Element FORM. Learning Objectives All students will gain: Confidence in construction and composition of Land Art using natural materials and adhesives and have an understanding of the similarities and differences with Andy Goldsworthy’s and other Land Artists’ work. Students will lead and deliver their understanding of Ephemeral Art to others.

Assessment

Baseline assessment based on drawing, creativity and understanding of the work of others. Summative: 1)Homework project

Presentation

Practical work

Written work 2)Sketchbook level 3) Final outcome

Formative: In sketchbook, comments given to clear up any mis-understanding with knowledge or spelling. Interim data based on Sketchbook work completed Peer and self- assessment take place in lessons Verbal feedback given throughout. Clear levelled outcomes in every lesson.

Literacy keywords: Emotions, Expressions, Portraiture, Scale, Half Way Line, Facial Features, Proportion, Tone, Warm Colours, Cold Colours, Style, Perspective, Horizon Line, Scale, Distance, Foreground, Background, Colour Theory, Gaudi, Tiles, Style, Craft, Complimentary, Primary, Secondary, Construction, Model. Ephemeral, Transient, Site-Specific, Evidence, Recording, Photography, Formal elements, Construct, Composition, Poetry

Drama

Throughout Year 7 students develop skills, knowledge and understanding of Drama whilst enhancing their creative thinking and social skills. Students explore units of work that develop their Drama skills, gaining the confidence to perform as part of a group and offer their own ideas and opinions in the process.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Mime Practical work to establish concentration and attention to detail. Activities include mirror work, mime scenes (tramp in a restaurant) and freeze type games.

Darkwood Manor – Students develop characterisation skills and learn to work in different sized groups, exploring a ghost story (a mystery of an old house, Darkwood Manor). Pupils will be introduced to the unit through teacher-in-role, allowing pupils to accept and respond to different situations through role play. They will also use physical theatre techniques to recreate the house and sound effects to build tension and atmosphere.

Evacuees Students develop characterisation skills and develop an understanding of life in a different era, under war time conditions. They will use mime, slow motion, role play, teacher-in-role, meeting,

Crimes and Mysteries Using Drama skills to develop creative ideas and enhance confidence and performance skills (e.g. Cluedo).

Daedalus and Icarus Using a classic legend as a starting point to explore the themes and characters in a dramatic way. Use of: hot seating; role play; mime; physical theatre; forum theatre.

Funny poems Storytelling theatre. Augustus who would not have any soup Little Suck-a-thumb. Rebecca who slammed doors. Using humorous poetry as a starting point to explore the story and characters in a dramatic way. Use of: mime; role play; physical theatre. Greenal and Greynal Devised group work looking at contrasting environments.

Assessment

Practical work – students perform each lesson, with regular feedback from the teacher and peers.

The Drama diary should be used to record all forms of written work, e.g. 1 creative writing task - writing a letter in role.

Making a list of the items needed when being evacuated. Writing task - writing a letter home.


Designing a labyrinth to show further understanding of the themes in Daedalus and Icarus.


Additional Information:

Text – Goodnight Mr Tom Feedback sheets will aid evaluating and assessing the skills and techniques learnt in lessons. Written work will consolidate learning done within the classroom. Written tasks will give students an opportunity to write creatively and imaginatively, using their Drama practical work as a stimulus.

English The Year 7 English programme of study centres on a skills based curriculum which enables our students to communicate effectively and to read a range of fiction and non-fiction texts. It includes a range of units including: a modern novel and play, poetry, a Shakespeare play and non-fiction and media texts. Each half term has a focus on either reading or writing skills. Within every unit, students have two assessment tasks with either a reading or writing assessment and a speaking and listening assessment. Additionally, Year 7 students have a weekly literacy lesson to improve their reading, alternating weekly between Guided Reading activities and the Accelerated Reader programme. During these sessions, there is also a focus on improving spelling and widening vocabulary.


Summer 1 Summer 2

Reading: Millions/Private Peaceful (Contemporary play) Students will study one of the plays in order to work on the following skills: - Inferring information and ideas from a text - Selecting information and ideas from a text and using evidence - Commenting on the effect of the structure of the text

Writing: Writing to ague/persuade: charities Students will look at a range of printed and online articles and leaflets linked through the theme of charities in order to focus on the following skills: - Making effective word choices - Using imagination and detail; using the features of different types of writing - Writing accurately: using a range of punctuation and sentence structures for effect

Reading and Writing: The Silver Donkey (Contemporary novel) Students will read a novel as a class and in particular will focus on the following skills: - Explaining and commenting on the writer’s use of language (word-choice, imagery, word classes etc.) and the effect on a reader - Analysing the viewpoint in a text and identifying the writer’s purpose Students will then use the novel in order to produce a piece of creative writing focussing on the following skills: - Writing for a purpose and audience - Organising their ideas effectively - Making effective word choices (subject specific vocabulary)

Reading: Macbeth (Shakespeare) Students will study key scenes from Macbeth and will focus on the use of language and structure in the play. In particular they will focus on: - Selecting information and ideas from a text and using evidence - Commenting on the effect of the structure of the text - Explaining and commenting on the writer’s use of language (word-choice, imagery, word classes etc.) and the effect on a reader

Writing: Up Film Review (non-fiction writing) Students will look at how to write for purpose and audience in order to write a review of the Pixar film ‘Up’. Students will focus on the following skills: - Writing for a purpose and audience - Organising their ideas effectively - Making effective word choices

Assessment

Students complete a reading assessment linked to how the play is structured.

Students will produce an essay in which they use language to argue and persuade.

Students will produce a reading assessment on characterisation and how language is used for effect. Students will produce a writing assessment focussing on writing to describe using a range of figurative language.

Students will analyse character, language, structure, writer’s intentions and social and historical context.

Students will produce a creative description using poems as prompts. Students will write their own film review.

Additional Information: Literacy lessons

Accelerated Reader Students will read a selection of books based on their reading ability before taking an online quiz to ensure they have understood each book. The books will be ideally suited to each individual student to enable them to improve their reading and to promote a culture of reading throughout the school. Guided Reading Students read a selection of reading materials and work in groups to complete a range of tasks focussing on particular Assessment Foci. Spelling Spellings are taught explicitly in the Accelerated Reader lesson where students have the opportunity to take an online quiz which will keep a record of their spelling ability.

French

The Year 7 French programme of study centres on a skills based curriculum of listening, speaking, reading and writing. The varied curriculum enables our

students to communicate effectively in the target language and to understand a range of authentic texts and dialogues. It includes a range of units including:

personal details and the world, family, school, cultural awareness, out and about, free time and sports. Each half term has a focus on either speaking and

listening, or reading and writing skills. Within every unit, students have two assessment tasks with either a speaking and listening assessment or reading

and writing assessment. Additionally, the programme of study has been developed to include links to geography, art and ICT. Year 7 students will develop their

independent and team working skills, and will learn how to communicate effectively in another language. There is also a focus on improving spelling and

widening vocabulary in the target language to support literacy development across all subjects. The programme of study is in line with National Curriculum

levels and uses elements of the course book, Expo 1.

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Personal Details and The World Students study greetings and basic conversational French. Students will also look at countries and nationalities, geographical features and cultural differences. Students will focus on the following skills: -Beginning to communicate in the target language -Understanding the main points from speech and texts -Developing techniques to learn words, phrases and spelling.

Describing things: Family and Art. Students will look at how to describe family members in order to write about their family in detail. Students will link their descriptive skills with art and begin to express opinions in the target language. Students will focus on the following skills: -Writing to describe -Becoming creative thinkers -Communicating feelings and opinions

School Life Students will study subjects, likes and dislikes and the school day. Students will also complete an investigation into schools in Francophone countries and in particular will focus on the following skills: -Explaining about school and expressing opinions -Making comparisons to other schools in other countries -Expressing opinions and learning to justify

Home Sweet Home Students will talk about where they live and describe their home. They will explore descriptive vocabulary and prepositions before writing a short piece focussing on the following skills: - Planning an extended piece of writing -Describing their home -Expressing opinions Grammar focus: prepositions, habiter,

Out and About: House, Town and Area Students will study key vocabulary about their town and area which they will use to create a dialogue about Nottingham. In particular they will focus on: -Widening vocabulary and learning new grammatical terms Communicating their ideas and opinions -Listening for main points and details

Free Time and Sports Students will study a range of phrases to be able to communicate about their free time and hobbies in the target language. Students will develop a range of grammatical structures whilst focussing on the following skills: -Dealing with unfamiliar language - Skimming and scanning authentic texts for detail -Writing accurately in the target language

using the pronoun on ils elles.

Assessment

Listening and Speaking Students will take part in a short conversation in French and do a spoken presentation about a Francophone country. Students will also complete a listening assessment of conversational French.

Reading and Writing Students will complete a reading assessment about family and descriptions. Students will also produce a piece of writing about their family and descriptions.

Listening and Speaking Students will take part in an extended conversation and produce a spoken presentation about their school and their opinion. Students will also complete a listening assessment about school and opinions.

Reading and Writing Students will produce a short written piece describing their home. Students will also complete a reading assessment about house and home.

Listening and Speaking Students will create a dialogue in pairs about their area and express their opinions. Students will also complete a listening assessment.

Reading and Writing Students will produce a written presentation about their hobbies about sports using ICT. Students will also complete a reading assessment on the topic.


There will be vocabulary tests every week to improve spelling and widen vocabulary.

Geography

The Year 7 programme of study centres on the development of key geographical skills. Each unit of work has a focus to develop a particular key geographical skill. Throughout the year students are encouraged to understand the links between people, processes and places. Students widen their geographical vocabulary and question their view of the world as they progress.

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

Discovering Geography Students will develop core geographical skills in order to bridge their geographical learning from KS2 to KS3. Focus areas: Presentation of work. Using maps, atlases and photographs.

Water World Students will investigate world water resources. This will include threats to resources and the role of water in developed and developing countries. Focus area: Describing geographical processes in full sentences.

Earthquakes and Volcanoes Students will explore the processes which lead to tectonic activity across our planet. They will investigate the specific impacts of tectonic activity upon a number of worldwide locations. Focus area: Explaining geographical processes.

The Geography of Disease Students will develop their geographical skills through the use of maps and data manipulation to explore geographical patterns of health and disease both within the locality, UK and globally. Focus area: Exploring and using data.

Settlement & Population Students will investigate settlement developments over time and compare settlements in developed and developing countries. Students will explore the dynamics of population. They will investigate population distribution and the impact of increased population in some areas while population declines in others. Focus area: Exploring and using data.

The real Africa Students will investigate the diversity of Africa. They will be encouraged to compare the lives of people in a variety of countries within the continent. They will question the influence of globalisation upon several of these countries. Focus area: Comparing places.

Assessment

Baseline test and A road race mapping and an assessed decision making exercise.

Assessed news article comparing flooding in two locations.

Extended Volcanoes homework project and an end of unit test.

Timed end of unit essay.

End of unit test. Assessed decision making exercise.

Additional information:

Core reading: Geog.1, Key Foundations, Key Connections

History

The Year 7 History programme focuses upon the relationship between the rulers and the ruled over the past 2000 years. Students develop an understanding of the key events, factors and figures that influenced the Crown and Parliament in England, Ireland, Scotland and Wales. Some of the key periods studied include the Romans, the Norman Conquest, the Middle Ages, and the Stuarts. The overarching aim is for students to reach their own conclusions about what life was like then and to make comparisons with the present day. Students also develop their chronological understanding, skills of critical analysis and evaluation. By working collaboratively in groups and independently, they enhance their ability to problem solve and process information.


Summer 1 Summer 2

Students will undertake a unit called ‘What is History?’ This will allow students to develop historical skills such as understanding chronology, assessing different types of evidence and identifying bias. Students will become, ‘Dustbin Detectives’ to find out what happened to the Jones family.

Students study a unit called ‘Roman to Norman’. This allows students to focus on the legacy of the Romans. They are asked to reach a critical judgement as to whether their influence was positive or negative after assessing a range of evidence. Students study the Normans and their influence. Students also develop their skills in understanding about change and continuity.

Students study a unit called ‘Medieval Kings’ This begins to look at the changing role of the Kings and their counsels. Students focus on the relationship between King Henry and Thomas Becket. Students must reach a critical judgement on which King had the most control and undertake an evidence exercise assessing King John’s character.

Student study a unit called Tudors and Stuarts. Students focus on the reign of Henry VIII, Elizabeth I and the issue of religion. Students develop their decision making skills whilst understanding some of the problems that Elizabeth faced.

The Tudors and Stuarts unit continues in the summer term. Students analyse Charles I’s reign and review the skills they have previously learnt on causation. Students also investigate the role of women during the Civil War and research the role that Nottingham played during this period of History. Students adopt a more independent approach to their learning.

Students study a unit called, ‘Making of the UK’ This unit allows students to focus on the control that England had over Scotland, Wales and Ireland. Students investigate Cromwell’s influence and role during this time and begin to analyse a variety of source material. Key events after this period are also studied such as the Plague and the Great Fire of London.

Assessment

Students complete a written report on different types of evidence and their findings.

Students complete an extended piece of writing answering the question: Why did William win the Battle of Hastings?

Students complete an assessment answering the question: Was King John an evil King?

Was Henry a star or a monster? Students evaluate Henry VIII and his influence.

How far did the English people support the execution of their King? Students complete a written report answering this question.

Was Cromwell a soldier or a murderer? Students analyse a variety of evidence to produce an answer to the question above.


Keywords are highlighted in each lesson and students record these in a grid. Students will also be invited to attend a trip to Hampton Palace.

ICT and Computing

In Year 7 students apply and develop skills, knowledge and understanding of ICT in a wide range of different situations. They start the year by getting used to using the school network and creating a PowerPoint presentation followed by a Desk Top Publishing activity. They then look at how to use the Internet effectively, and safely, to find information and are introduced to spreadsheets as a tool for modelling simple situations. They end the year with an introduction to databases and computer programming. Throughout the year, students broaden their understanding of ICT and Computing theory through focussed homework activities.


Summer 1 Summer 2

Unit 7.1 ‘Getting Started’

-- The School Network

E-Mail Organising Files

Health and Safety Presentations

Unit 7.2 ‘Creating Documents’

-- Corporate Identity

Desktop Publishing

Unit 7.3 ‘Searching for Information’

-- The Internet

Search Engines E-Safety

Unit 7.4 ‘Modelling’

-- Spreadsheets – Excel

(Basic Formulae and Formatting)

Unit 7.5 ‘Databases’

-- Access

Unit 7.6 ‘Programming 1’

-- Scratch Basic

Programming Constructs

Assessment

Each unit is assessed upon its conclusion using the assessment levels shared with the student at the start of each unit.


Homework assignments are set on a half-termly basis. Scratch (used in Unit 7.6) is freely available at www.scratch.mit.edu.

http://www.scratch.mit.edu/

Maths In Year 7 students build on their work from KS2 and encounter new concepts and applications for their Mathematics. The curriculum equips students with uniquely powerful ways to describe, analyse and change the world. Students, through the main areas of number, algebra, shape and space, data and probability, become financially capable, are able to think independently in applied and abstract ways, and can solve problems and assess risk. Students' progress is assessed weekly in their class and homework and with end of unit tests at the end of every half term. Throughout the year students will also complete a series of functional maths projects as detailed below:

Autumn Spring Summer

Bedroom Project: Students will use research, balancing a budget, area and perimeter to decorate and furnish their dream bedroom.

Smoothie Project: Students will use percentages, ratio and proportion, questionnaires and graphs to design, taste and review their smoothies.

Zoo Project: Students will use problem solving skills, shape and profit and loss to design and run their own Zoo.

Assessment

End of unit tests take place in the last week of every half term, with personalised assessment analysis given to each student.


For full details of the curriculum covered in Year 7 at all levels and homework that is set please log on to: www.mymaths.co.uk Use the school login: tnes and password: triangle, followed by the personalised logins for each student. and www.mathswatchvle.com : using the school id: nottinghamemmanuel, followed by the personalised logins for each student.

http://www.mymaths.co.uk/

http://www.mathswatchvle.com/

Music The Year 7 Music curriculum has been designed to enrich the learning of students by learning step by step about music through the ages, looking at the orchestra and the instruments alongside learning about tempo, beats and rhythm. Students are also given an introduction into using music technology through exploring current bands and artists and re-mixing a piece of music using the software. Students cover performances, compositions and listening exercises through a range of topics including Stomp rhythms, keyboard skills, pentatonic and popular music.


Summer 1 Summer 2

Stomp Rhythms Students will learn to read and write rhythms and play them on everyday objects in order to compose a small piece of music within a group. They will also learn fundamental music vocabulary.

Keyboard Skills: Ode to Joy Students learn to read music and learn to play a piece of music on the keyboard. They will also explore the composer and the structure of the piece to enable them to perform it.

Instruments of the Orchestra Students will have a chance to learn about different instruments that are played in the orchestra having a go at making and playing the instruments to see how each instrument is designed and played.

World Music: Chinese and Samba This topic will be split into 2 parts. Firstly they will have a go at playing Samba rhythms on percussion instruments and learn about the characteristics of Samba. Secondly students will study Chinese music and try composing using the pentatonic scale.

Music Technology – Black Eyed Peas Students will learn to use Garage band in Music Technology. They will have the chance to record and mix the Black Eyed Peas song – ‘The Time’. This will involve learning how to use recoding technology and how to use panning, reverb and DJ techniques.

School of Rock – Summer Theme Students will learn to play summer themed pieces and will have the opportunity to compose their own summer themed piece.

Assessment

Composition is performed. Students will also be marked on their group working skills.

Students will take part in a performance of Ode to Joy. Their fluency and keyboard skills will be marked.

Students will take a small test on the knowledge they have learnt about the instruments.

Students will take part in a whole class Samba performance and have their Chinese composition marked.

Students mix of the Black Eyed Peas piece will be assessed on how well they us the techniques and the effectiveness of the outcome.

Students will have the choice of whether to have their performances or their composition marked.

Additional Information: Literacy lessons

Learning key music terms relevant to each topic. All topics will cover Tempo, Dynamics, Structure, Pitch, Timbre and Rhythm. Students will learn to use, spell and explain these terms in the context of each topic.

Physical Education In Year 7 students develop expertise in their skills and techniques and learn how to apply them across the range and content of the National Curriculum. These activity areas include: outwitting opponents (delivered through invasion games); accurate replication and exploring (delivered through gymnastics and dance, health related fitness modules) and performing to maximal levels (delivered through athletics). Students will be required to reflect and evaluate on performance to examine the execution of skills and tactical decisions. Throughout the year, students will be taught the importance and significance of leading an active healthy lifestyle and the potential implications of inactivity.


Summer 1 Summer 2

Baseline Assessments: Students will begin the term by undertaking a multi skills unit designed to develop core skills. The unit also allows teachers to undertake baseline assessments on each individual student so as a department we have a firm grasp of every students starting level. Throughout the term students will focus on improving core skills and transferable game principles. This will be achieved through invasion sports including: rugby, netball and basketball. Students will also begin to learn the basic information relating to an active, healthy lifestyle.

Students will continue to build on the core skills which were delivered in Autumn 1. By the completion of Autumn 2, all students will have experienced a range of outwitting opponent sports, through both invasion games and net/wall sports. Throughout both activities students will understand the fundamental principles and will begin to develop tactical awareness and understanding.

At the end of Spring half term, all students will have undertaken the full range of invasion sports and will now understand that the fundamental principles of all invasion sports are transferable. During each activity students will be expected to evaluate their own performance, and of their peers, and will be asked to make comparisons against a perfect model. In gymnastics students will begin to develop their ability to explore and communicate ideas.

Students will continue to build on the key concepts through participation in games that require a participant to outwit their opponent (football, rugby, basketball). Students will continue to build competence, performance, creativity and understanding of active healthy lifestyles.

Students will begin to undertake some of the traditional summer sports. These activities will continue to require students to demonstrate team work and tactical awareness as well as individual skills and techniques. Students will now be required to understand and undertake constructive evaluation practices alone, or in small groups, and use findings to develop performance and understanding.

Students will participate in activities which require them to perform to maximal levels. They will begin to develop an understanding of the components of fitness and their significance in different athletic events.

Assessment

Students begin each unit with a course task which is structured to evaluate all of the key processes: developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.

Students begin each unit with a course task which is structured to evaluate all of the key processes: developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit, students will undertake the core task again and teacher assessments will gauge progress.






The programme of sports is designed to coincide with the inter school competitions so that those who demonstrate greater competence can compete at a higher standard.

Religious Education The Year 7 programme of study provides an introduction to the nature of religion and focuses on religion as a valuable area of academic study. However, the programme goes further by encouraging students to travel on their own spiritual journey seeking answers to some of the fundamental questions of human existence. The focus is on Christianity, but also seeks to engage students with other world religions and help students to appreciate the importance of religions around the world. In the context of Emmanuel as a Church of England School, we encourage students to appreciate what it is to live a Christian life and to engage with the everyday practice of the Christian faith. Our approach is to recognise that some students will come to Emmanuel with a well formed faith and others will have no specific faith commitment. It is our purpose, therefore, to enable students to understand the key elements of Christianity and to help and support students on their own spiritual quest and journey.


Summer 1 Summer 2

The first unit explores what it means to be a student in a Church School. We provide opportunities to understand some of the key elements of Christianity including signs and symbols, the importance of worship, the communion service and its significance in the Christian life and the structure and function of the church.

Unit 2 provides an introduction to the Bible. It provides an overview of the Bible exploring the kinds of literature that it contains and highlights some of the inspiring spiritual support that the Bible provides as well as highlighting a key epic story which it contains – the story of Joseph. The unit also highlights the religious texts found in other world religions.

Unit 3 focuses on the nature of world religions. It shows how religions have features in common with each other. The origins of religion are examined and a more detailed examination of Buddhism is made.

Unit 4 focuses on Christian Beliefs including: The Apostles’ Creed, Beliefs about God and Jesus; Christian beliefs about how to behave using the Parables; beliefs about crucifixion and resurrection.

Figures of Faith The Old Testament will be the focus of study of characters that are important in Christianity and Judaism including: Adam and Eve; Abraham and Isaac; Moses

Faith in Action The unit explores how faith impacts on people and communities. Christian charities will be examined including: Christian Aid; The Salvation Army; Mother Teresa; Dietrich Bonhoeffer

Assessment

Students will complete a project on signs and symbols in Christianity.

Students will complete a project on the Bible. They should write about one character in the Bible.

Describe a religion with drawings and diagrams. Giving responses to any aspect of the religion.

A project entitled : What Christians Believe. Students will have the opportunity to express their own response to Christian beliefs.

A study of an Old Testament figure through written work, drawings and diagrams.

Students are to display knowledge, understanding and evaluative skills in describing a charity or individual who puts their faith in to action.


Students should be provided with key words at the beginning of each unit. They should understand the meaning of key concepts and ideas and use the words correctly in written exercises.

Science

In Year 7 students receive a grounding in investigative Science and complete six units which cover a range of subjects and skills. The units are arranged around the following topics: Tissues, Transplants, Cells and Reproduction. Chemical Reactions and Acids and Alkalis. Electric Circuits and Energy and Sustainability. Ecology and Classification Materials from the Earth and Reducing Waste. Solar System and Forces. The topics are designed to allow the students to develop their scientific skills and become more scientifically literate.


Summer 1 Summer 2

Unit 1 – Cells and Reproduction

Unit 2 – Introduction to Particles

Unit 3 – Forces and the Solar system

Unit 4 – Ecology and Classification

Unit 5 - Chemical Reactions

Unit 6 – Energy and Electricity

Assessment

Students complete two assessments during each topic. This will consist of a test-based assessment lasting approximately 45 min and a skills based assessment focussing on one or two of the Assessing Pupil Progress strands.





Students complete two assessments during each topic. This will consist of a test-based assessment lasting approximately 45 min and a skills based assessment focussing on one or two of the Assessing Pupil Progress strands. Students also complete a final summative assessment covering knowledge covered throughout the year.


Homework assessments are designed to improve scientific literacy, communication and data handling skills. Exploring Science 7 (ISBN: 0-582-53572-7); Smart Science (ISBN: 978-1-84276-256-1)

Spanish

The Year 7 Spanish programme of study centres on a skills based curriculum of listening, speaking, reading and writing. The varied curriculum enables our

students to communicate effectively in the target language and to understand a range of authentic texts and dialogues. It includes a range of units including:

personal details and the world, family, school, cultural awareness, out and about, free time and sports. Each half term has a focus on either speaking and

listening, or reading and writing skills. Within every unit, students have two assessment tasks with either a speaking and listening assessment or reading

and writing assessment. Additionally, the programme of study has been developed to include links to geography, art and ICT. Year 7 students will develop their

independent and team working skills, and will learn how to communicate effectively in another language. There is also a focus on improving spelling and

widening vocabulary in the target language to support literacy development across all subjects. The programme of study is in line with National Curriculum

levels and uses elements of the course book, Listos 1.

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Personal Details and The World Students study greetings and basic conversational Spanish. Students will also look at countries and nationalities, geographical features and cultural differences. Students will focus on the following skills: -Beginning to communicate in the target language -Understanding the main points from speech and texts -Developing techniques to learn words, phrases and spelling.

Describing things: Family and Art. Students will look at how to describe family members in order to write about their family in detail. Students will link their descriptive skills with art and begin to express opinions in the target language. Students will focus on the following skills: -Writing to describe -Becoming creative thinkers -Communicating feelings and opinions

School Life Students will study subjects, likes and dislikes and the school day. Students will also complete an investigation into schools in Spain and Latin America and in particular will focus on the following skills: -Explaining about school and expressing opinions -Making comparisons to other schools in other countries -Expressing opinions and learning to justify

Home Sweet Home Students will learn vocabulary about house and home. They will explore how to describe rooms in a house and talk about their daily routine. They will focus on the following skills: - Using prepositions -Describing rooms -Expressing and justifying opinions. Grammar focus: stem-changing verbs, describing where you live, reflexive verbs.

Out and About: House, Town and Area Students will study key vocabulary about their town and area which they will use to create a dialogue about Nottingham. In particular they will focus on: -Widening vocabulary and learning new grammatical terms Communicating their ideas and opinions -Listening for main points and details

Free Time and Sports Students will study a range of phrases to be able to communicate about their free time and hobbies in the target language. Students will develop a range of grammatical structures whilst focussing on the following skills: -Dealing with unfamiliar language - Skimming and scanning authentic texts for detail -Writing accurately in the target language

Assessment

Listening and Speaking Students will take part in a short conversation in Spanish and do a spoken presentation about a Spanish speaking country. Students will also complete a listening assessment of conversational Spanish.

Reading and Writing Students will complete a reading assessment about family and descriptions. Students will also produce a piece of writing about their family and descriptions.

Listening and Speaking Students will take part in an extended conversation and produce a spoken presentation about their school and their opinion. Students will also complete a listening assessment about school and opinions.

Reading and Writing Students will produce a short written piece of work about their home. Students will also complete a reading assessment about house and home.

Listening and Speaking Students will create a dialogue in pairs about their area and express their opinions. Students will also complete a listening assessment.

Reading and Writing Students will produce a written presentation about their hobbies about sports using ICT. Students will also complete a reading assessment on the topic.


There will be vocabulary tests every week to improve spelling and widening vocabulary.

Technology

In Year 7 students are given a grounding in Design and Technology subjects and complete four projects, each of which cover a range of skills The projects are as follows: Textiles – Mini Projects - To include designing and making a beanie hat – recycling and repairing fabrics and fibres. Resistant Materials (Woodwork) – Mini projects – To include designing and making a tangram puzzle using basic woodworking tools and equipment and also make the packaging to hold the puzzle. Food – Healthy Eating, looking at organic foods, using the allotment to grow vegetables and make healthy recipes The projects are designed to allow the students to develop their skills and become more Technologically literate.


Summer 1 Summer 2

Textiles – Beanie Hat. Students are taught how to use a sewing machine.

Textiles – Beanie Hat. Students are shown how to use simple hand tools and equipment.

Resistant Materials – Tangram Puzzle Students are shown how to use simple hand woodworking tools and equipment

Resistant Materials – Tangram Puzzle Students to design and make the packaging around the product

Food – Healthy Eating. Students grow vegetables, create simple healthy recipes and learn basic cooking skills.

Food – Healthy Eating. Students grow vegetables, create simple healthy recipes and learn basic cooking skills.

Assessment

Students complete a range of assessments during the rotation of this project under the headings of Researching, Planning, Designing, Making and Evaluation. This assessment is based upon the theory and practical aspects of the work completed and are set against the KS3 National






Curriculum.

Curriculum. Curriculum. Curriculum. Curriculum. Curriculum and complete a final summative assessment covering knowledge covered throughout the year.


Homework assessments are designed to improve Design and Technological literacy, communication and presentation skills. Each topic has a key word list which will be available in the planner for parents as well as students. Parents to help with this homework are to use the website www.technologystudent.com

Year 7 Assignments

Subject Tariff Possible formats Relevance to curriculum

Art 1 x extended project each half term

Sketchbooks This will include researching others’ work, creating Art outcomes, analysis and evaluating to develop skills needed for the national curriculum. The tasks enable students to create more personal responses.

English 1x 30 minutes per week

Tasks are varied in terms of format and include: -creative writing (writing in role) -research project -writing for purpose and audience -analysing language in poetry, prose or drama

The assignment tasks are linked to the skills (AFs), topic (reading or writing) and texts of the current scheme of work. It will consolidate learning done within the classroom, but also provide extended opportunities to build on learning.

French 2 to 3 mini tasks per week

Along with learning of vocabulary assignments, students will be completing a range of oral, listening, reading and written assignments including conducting online researches and using languages websites. For some assignments, students may have a choice of working individually, in pairs or in groups. Creative tasks may also be set, for example –create and produce their own plays, songs – to consolidate and demonstrate their knowledge of grammar and/or transactional language.

Students will be developing their learning in the key topics of the KS3 curriculum. Each assignment will allow students to consolidate and build on their prior learning. They will be provided the foundation to progress through the NC levels. In Year 7, students will cover topics such as Personal Identification, Family and Art School, Food, Music and Festivals, House, town and area and Free time and sports.

Geography 1x 30 minutes per week

This includes projects of up to four weeks in length where the work required will be of at

Students will be completing a range of oral, written and multi-media assignments which are centred on this year’s areas of study: Discovering Geography, World Water, Earthquakes and Volcanoes, Population and

The students will be developing their skills in the six key concepts of the KS3 curriculum: place, space, scale, interdependence, physical and human processes, sustainability and cultural understanding. Each assignment will provide students with an opportunity to build on their prior learning as well as giving them the

least 2 hours in total over the four week

period and extended homework given over two weeks where the

work required will be of at least one hour.

Settlement and The Real Africa. For certain assignments students may have a choice to work individually, in pairs or even as a group. An assignment could be based on a local Geography. E.g. What physical features encouraged Nottingham to grow as a settlement? Alternatively, a creative task may be set, for example –create and produce a labelled model of a volcano.

scaffolding and support to progress to the next National Curriculum level.

History 1x 30 minutes per week

Students will be completing a range of oral, written and multi-media assignments which are centred on this year’s area of study: The Rulers and the Ruled. For certain assignments students may have a choice to work individually, in pairs or even as a group. An assignment could be based on a local history study. E.g. What evidence can you find about whether the Romans invaded Nottingham? Alternatively, a creative task may be set, for example –create and produce your own version of the Feudal System which clearly demonstrates a hierarchical system in either today’s society or an era from the past.

The students will be developing their skills in the five key components of the KS3 curriculum: Chronology, Diversity, Evidence, Causation, Significance and Interpretation. Each assignment will provide students with an opportunity to build on their prior learning as well as giving them the scaffolding and support to progress to the next National Curriculum level.

ICT 1x 30 minutes per week

Each student is provided with a KS3 ICT handbook which should be read alongside the assignment booklet. Each

Students will be developing their skills in the three key areas of the KS3 ICT curriculum:

An assignment sheet will be issued at the

start of each term and requires 30 minutes

work per week.

assignment booklet is split into two sections:

1) Key Points – Students read the sections of the ICT handbook, as stated on the assignment booklet. Students then complete a number of tasks covering the key points from what they have read.

Test – A test will take place at the end of each term testing students on the knowledge gained from the term’s homework.

Planning, Developing and Evaluating

Handling data, sequencing instructions and modelling

Finding, Using and Communicating Each assignment aims to broaden each student’s background knowledge of ICT – whether it is their skills or the use of ICT in the world outside of the classroom.

Maths 1 x 30 mins per week MyMaths online task (www.mymaths.co.uk)

(school login: tnes password: maths Students have their own individual logins)

Printed worksheet

Research task

Consolidation and extension of learning objectives as set out in the schemes of work.

RS 30 minutes homework per week

Students will be completing a range of activities which build on prior learning and their own personal experience: These will focus on any of the following:

Individual research and surveys

Responses to set questions

Opportunities for personal reflection through a range of media

A range of active and creative responses

Structured written tasks Students will be expected to complete a specific project at the end of each

These tasks develop out of the schemes of work and are designed to enhance student confidence in developing their skills and ideas. They also encourage spiritual development and empathy with a variety of religious faiths.

http://www.mymaths.co.uk/

module.

Science 2 activities per unit of work (approx. 6 weeks)

Students will be completing a range of activities based on three themes around current curriculum themes being taught.

Literacy

Preparatory research

Application and synthesis The activities will develop the research skills as well as reinforcing knowledge and understanding and extending classwork. All work will be collected by the teacher every 3-4 weeks. The work will consist of a project based task (3-4 weeks) and a knowledge based task.

Activities will cover all aspects of the curriculum delivered in Year 7. It will help to consolidate knowledge from KS2 as well as adding depth to understanding. The literacy and application work will enable staff and students to identify misconceptions and inform future work. The activities will allow students to develop their data handling and communication skills.

Spanish 2 to 3 mini tasks per week

Along with learning of vocabulary assignments, students will be completing a range of oral, listening, reading and written assignments including conducting online researches and using languages websites. For some assignments, students may have a choice of working individually, in pairs or in groups. Creative tasks may also be set, for example –create and produce their own plays, songs – to consolidate and demonstrate their knowledge of grammar and/or transactional language.

Students will be developing their learning in the key topics of the KS3 curriculum. Each assignment will allow students to consolidate and build on their prior learning. They will be provided the foundation to progress through the NC levels. In Year 7, students will cover topics such as Personal Identification, Family and Art School, Food, Music and Festivals, House, town and area and Free time and sports.

Technology 5 x 1 hour per 10 week rotation

Students will be completing an assignment based around the subject they are being taught at that particular time. These assignments will be either an extension of the work done in class or researching a new concept or material within the subject of Design and Technology

The students will be touching on all aspects of the KS3 curriculum which will help support the work done in the classroom. It can also help the students improve their classroom marks if done well. The 5 key points will also help them get used to the requirements of the next key stage.