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Curriculum for Year 7

History: Curriculum Plan

History: Year 7

 

Term 1

Sept - Nov

Term 2

Dec - Feb

Term 3

Mar - May

What Subject Knowledge will we be learning?

 

Unit: What is History?

Focus of Unit: Learning the key skills within History.

In this unit pupils will learn the main skills and techniques needed to develop as a historian, using three main case studies:

  • Medicine
  • Toilets
  • Tollund Man

Unit: The Romans

Focus of Unit: To explore who the Romans were and the legacy they left behind.

What was the Roman Empire?

  • Roman Soldiers
  • Roman Government
  • Roman Religion
  • Roman Homes
  • Roman Food
  • Roman Culture
  • Roman Britain
  • Fall of the Roman Empire

Unit: William the Conqueror

Focus of Unit: To explore the Battle of Hastings and its impact, concentrating on how William became King and controlled England.

  • Why there was a rivalry for the throne
  • Who wanted to be King
  • The Battle of Stamford Bridge
  • Why William won the Battle of Hastings
  • What problems William faced
  • The harrying of the North
  • The Feudal System
  • The Doomsday books
  • Castles
What skills will we be developing?
  • How to use Chronology
  • To understand bias
  • To be able to collect evidence
  • To identify the difference between primary and secondary sources
  • To identify change and continuity
  • Justification
  • Reliability

Exam Skill: Historical Report

Gatsby: Archaeology

  • To identify differences between time periods
  • To describe features of a time period
  • To explain reasons for change
  • To explain usefulness of sources

Exam Skills:

  1. Describe two features ......
  2. Explain how ...... are different ......
  3. How useful is Source A in helping us find out ......

British Values: Understanding of how citizens can influence decisions making through the democratic process.

  • To describe features of the different battles
  • To use inference when looking at sources
  • To explain different reasons for William's victory
  • To justify opinions
  • To use evidence to support opinions

Exam Skills:

  1. What can you infer from Source A about ......
  2. Describe two features ......
  3. Explain why ......
How will my Teacher know I have learnt these things?

Assessment prep on Medicine and Toilets (assessing change over time).

End of term assessment.

All: Being able to identify the different types of sources/evidence.

Most: Be able to examine sources to find out about the past.

Some: Be able to make judgements based on sources.

Assessment prep on Roman Religions.

Checks on 'describe and explain' questions.

End of unit assessment.

All: Being able to describe features of the Roman Army.

Most: Being able to explain reasons for change.

Some: Being able to explain how sources are useful.

Assessment prep on Battle of Hastings.

Checks on 'infer and describe' questions.

End of unit assessment.

All: To infer two points from sources.

Most: Be able to explain a variety of factors for success and failure.

Some: Being able to create a balanced argument with justification.

Religious Education: Curriculum Plan

Religious Education: Year 7

 

Term 1

Sept - Nov

Term 2

Dec - Feb

Term 3

Mar - May

What Subject Knowledge will we be learning?

 

Unit: Main Religions

Focus of Unit: To understand key aspects of the six main religions and their beliefs and practices.

In this unit pupils will learn about different denominations within religions and key celebrations with in the following religions:

  • Judaism
  • Christianity
  • Islam
  • Sikhism
  • Hinduism
  • Buddhism

Unit: Identity and Belonging

Focus of Unit: To explore what is meant by identity and how this links to society in general to lend a sense of belonging.

In this unit pupils will learn what religion teaches about how we should respond to concepts of:

  • Poverty
  • Environment
  • Community
  • Diversity

Unit: Religious Founders

Focus of Unit: To explore key religious figures and their significance today.

In this unit students will learn about religious founders and key religious figures in religions and how what they taught is relevant today:

  • Abraham and Moses
  • Jesus
  • Prophet Muhammad
  • Guru Nanak
  • Rama and Sita
  • Buddha
What skills will we be developing?

Exam Skills:

  • Identify key festivals
  • Accurate use of key words
  • Describe key events/beliefs
  • Compare and make links
  • Use evidence/scriptures

Exam Skill: Explaining key beliefs

Explain religious beliefs.

  1. Be able to explain two beliefs
  2. Use scriptures/beliefs and practices to respond

Gatsby: Imam, Priest, Granthi or Pandit etc.

Exam Skills:

  • Identify key festivals
  • Accurate use of key words
  • Describe key events/beliefs
  • Compare and make links
  • Use evidence/scriptures​

Exam Skill: Explaining key beliefs

Explain religious beliefs.

  1. Be able to explain two beliefs
  2. Use scriptures/beliefs and practices to respond

British Values: Tolerance and being part of a multi-cultural and diverse society

Exam Skills:

  • Identify key festivals
  • Accurate use of key words
  • Describe key events/beliefs
  • Compare and make links
  • Use evidence/scriptures
  • Infer influences

Exam Skills: Evaluation

  1. Use relevant specialist terminology
  2. Look at two sides of an argument
  3. Evaluate key concepts
  4. Weigh up strengths & weaknesses
  5. Interpret scriptures
  6. Use quotations
  7. Wide range of key terms
How will my Teacher know I have learnt these things?

Assessment prep on being able to explain two religious beliefs about festivals.

Assessing religious ideas about key celebrations.

End of term assessment:

All: Being able to identify and list the different types of religious celebrations/festivals

Most: Be able to explain religious beliefs about the celebrations/festivals

Some: Be able to include scriptures to support their answers

Assessment prep on being able to explain religious beliefs regarding the importance of looking after the environment.

End of term assessment:

All: Be able to give a simple explanation of how we should look after the environment

Most: Being able to give a detailed explanation of religious views about looking after the environment 

Some: Be able to include scriptures to support their answers

Assessment prep on the significance of religious founders.

 

End of term assessment:

All: Be able to give their opinion in response to the statement

Most: Be able to explain religious views about the statement

Some: Being able to create a balanced argument supported with evidence

Drama: Curriculum Plan

Drama: Year 7

 

Term 1

Sept - Dec

Term 2

Jan - Mar

Term 3

Apr - Jun

What Subject Knowledge will we be learning?

 

Unit: Introduction to Drama

Focus of Unit: Learning the key basic skills within Drama and to be able to put together a scene and perform as a character.

In this unit of work, students will learn the basic skills needed to put together a performance that makes sense. They will also learn the key skills needed to create a character that is different to themselves.

Unit: Pirates

Focus of Unit: To develop their character building skills and be able to perform as a range of characters.

This unit will work on expanding students' creativity and the ability to play characters that are completely different. They will also focus on getting together longer pieces of work.

Unit: Character

Focus of Unit: To develop character building skills and create believable characters.

This unit really focuses on students putting together all of their character building skills and making sure they are a character

What skills will we be developing?

Lesson 1: 4 C’s, rules, and getting to know each other.

Lesson 2: Freeze frames and scene.

Lesson 3: Structure. (Flashback)

Lesson 4: Space and staging.

Lesson 5: Genre HL – Scary story.

Lesson 6: Atmosphere.

Lesson 7: Assessment.

Exam skills: 

  • Self and peer-assessment
  • Physical acting skills 
  • Vocal acting skills 

Gatsby: How to be a successful performer.

Performing/presenting on your own. 

British Values: 

  • Cooperation and team work
  • Communication and listening to others
  • Commitment and resilience
  • Concentration

Lesson 1: Teacher in role hot seating.

Lesson 2: Putting together three different scenes.

Lesson 3: What happens next? HL – write a diary entry 

Lesson 4: Whole class Drama 

Lesson 5: Physical Theatre and Soundscape 

Lesson 6: Assessment

Exam skill: 

  • Physical Theatre
  • Hot seating
  • Development of longer pieces of drama 

British Values: 

  • Team work and working as a group of 30 
  • Putting personal differences aside 
  • Being able to work with anyone

Lesson 1: Who are you? (Character development)

Lesson 2: The disaster! (Narration and Thought Tracking)

Lesson 3: Family of… (stereotypical characters)

Development of realistic/believable characters.

Physical and vocal acting skills and being able to combine them.

Exam skills: 

  • Character 
  • Realism – believability 
  • Stereotypes 

Gatsby:

  • Developing skills as an actor 

British Values: 

  • Family 
How will my Teacher know I have learnt these things?

Students will be observed and notes will be taken as mini assessments throughout the term. 

Students will have a final assessment to see if they are capable of putting all skills together

All: will be able to use at least one physical acting skill e.g. body language, gestures etc. in a freeze frame. Will be able to move on stage.  

Most: will be able to use more than one physical acting skill in a freeze frame and be able to use at least one when acting in a scene. Will be able to speak on stage in their own voice. 

Some: will be able to use more than one physical acting skill when performing a scene and be able to speak on stage using at least one vocal skill e.g. volume, pitch, pace.

Students will be observed and notes will be taken as mini assessments throughout the term. 

Students will have a final assessment to see if they are capable of putting all skills together

All:  will be able to use more than one physical acting skill in a freeze frame and be able to use at least one when acting in a scene. Will be able to speak on stage in their own voice.

Most: will be able to use at least one vocal skill consistently when performing e.g. pitch, pace, tone. Will consistently be using physical acting skills when performing.

Some: will be able to create a believable character using both physical and vocal skills e.g. pitch, pace, tone, gestures, levels, facial expressions, to create a character different to themselves.

Students will have their final Year 7 assessment at the end of the half term to see if they are capable of putting all skills together from throughout the year. 

All: will be able to use more than one physical acting skill in a freeze frame and be able to use at least one when acting in a scene. Will be able to speak on stage in their own voice and attempt using vocal skills.

Most: will be able to create a character different to themselves using physical and vocal skills but there will be some inconsistencies. 

Some: will be able to create a believable character using both physical and vocal skills e.g. pitch, pace, tone, gestures, levels, facial expressions, to create a character different to themselves.

Modern Foreign Languages: Curriculum Plan

Drama: Year 7

 

Term 1

Sept - Nov

Term 2

Dec - Feb

Term 3

Mar - May

What Subject Knowledge will we be learning?

 

Units 1-4

Foci: To introduce foundational vocabulary and the key skills for learning grammar and linguistic competence.

In these units pupils will learn:

  • Meeting and greeting people
  • Alphabet and spellings
  • Dates and numbers 1-40
  • Classroom items/colours
  • Gender/ plurals/ adjectival agreements
  • Literacy 
  • Numeracy

Units 5-8

Foci: To consolidate grammar and vocabulary and develop linguistic competence

In these units pupils will learn:

  • The difference between definite and indefinite articles
  • How to express likes and dislikes 
  • To use justification and to give simple reasons
  • To use qualifiers and adjectives
  • To talk about hobbies/ sport
  • To consolidate vocabulary from previous units
  • Creative writing

 

Units 9-13

Foci: To consolidate grammar and vocabulary and develop linguistic competence

In these units pupils will learn:

  • Simple food items
  • To learn family vocabulary focusing on possessive pronouns and to give names/ ages / likes
  • Where do you live? Types of dwelling places, countries and nationalities
  • Talking about the weather

British Values: Tolerance and respect for a range of family situations / respect for diversity and an appreciation of different cultures and curriculum links- Geography.

What skills will we be developing?
  • Using language across the 4 key skills in MFL
  • Listening for key information
  • Speaking and accurate pronunciation
  • Reading and understanding
  • Written accuracy (SPAG- Spelling, Punctuation, Accuracy and Grammar
  • Translation activities
  • Memorisation techniques 
  • Thinking skills

Exam skills:

  1. Listen to the following people introduce themselves and write key details.
  2. Read / write the following dates and translate into English and or French.
  • Using language across the 4 key skills in MFL
  • Listening and understanding
  • Reading and understanding
  • Written accuracy (SPAG- Spelling, Punctuation, Accuracy and Grammar
  • Translation activities
  • Memorisation techniques
  • Develop composition skills 
  • Stating likes/dislikes
  • Using simple connectives 
  • Thinking and analytical skills to infer meaning

Exam skills:

  1. State two activities you like to do in your free time and give reasons why you like these activities.
  2. Re-write the following nouns in the plural form.
  3. Spot the mistakes in these sentences.

To continue to use language across the key skills in MFL by developing:

  • Written composition skills
  • Memorisation techniques
  • Dictation
  • Translation
  • Introduction to high frequency verbs and patterns
  • Thinking skills
  • Use of opinions / justification/ developing connectives
  • Descriptive and creative writing
  • Develop strategies for reading and understanding new vocabulary; i.e. use of cognates

Exam skills:

  1. Listen to the following sentences in French and accurately write down what you hear.
  2. Translate the paragraph about someone describing their family into French.
How will my Teacher know I have learnt these things?

Regular formative assessments in class to gauge pupils’ grasp and understanding of key concepts and vocabulary.

All: Be able to introduce themselves: name/age/birthday.

Most: Will have learnt personal introductions plus 10 classroom items.

Some: Will understand and be able to apply the concept of gender (masculine/feminine and plural adjectival agreements.

Regular formative assessments in class to gauge pupils’ grasp and understanding of key concepts and vocabulary.

All: Should have a better grasp of gender (masculine and feminine nouns and adjectives).

Most: be able to apply gender agreement across a range of topics and vocabulary.


Some: Be able to apple gender / plural / adjectival agreements consistently across a range of topics in spoken and written tasks.

Regular formative assessments in class to gauge pupils’ grasp and understanding of key concepts and vocabulary.

All: Should recognise cognates and apply them in reading and listening strategies.

Most: understand longer passages – encompassing all of the vocabulary and structures from previous topics.

Some: apply grammar consistently well to write creatively, independently and accurately about friends and family.

Music: Curriculum Plan

Music: Year 7

 

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

What Subject Knowledge will we be learning?

 

Recorder & Music Theory

In this unit, students will begin to learn the basics of music theory by applying them to learning how to play the recorder, which will be given to them for free at the beginning of the year.

Students will look at pitch, rhythm, and staff notation, as well as technique and performance in their first half term of Music at Mayfield.

Singing

In the run up to Christmas, Students will be learning to sing, and will be practising a song that they will perform at the Christmas Concert at the end of the term.

Students will continue to apply their theory knowledge through reading music, while also beginning to develop their aural awareness skills enabling them to recognise different pitches just by hearing them.

Instruments of the Orchestra

During this unit, students will cover information about the orchestra and the different instrument families within. As well as this, they will learn a piece of music as a class that is divided up into four different sections, just how an orchestra would be.

Students will get the chance to use other instruments including the ukulele, glockenspiel, and other percussion instruments for their performance. They will continue to develop their notation reading skills, and begin to look at performing as part of a larger ensemble.

African Music

For this unit, students will learn about the music from West Africa and its cultural traditions and context. 

Students will begin to apply their musical theory knowledge to a style of music more unfamiliar to them, and deepen their understanding of both pitch and rhythm by completing a composition task. They will be working in small groups, and be using instruments such as the recorder, glockenspiel, and African drums and percussion instruments.

Composition

For their last half term of year 7, students will be asked to complete an extended composition using the instruments they have been practising on throughout the year.

Students will apply all of the knowledge they have gained so far on music theory, composition, and performance in order to create a short piece of music that demonstrates all of the elements that we have covered in the previous units.

What skills will we be developing?

 

 

 

 

   
How will my Teacher know I have learnt these things?

 

 

 

   
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