Year 7 and 8

Physical Education

Subject

Physical Education

Course Leader

Mr Pettifor

What will students learn?

Developing skills in PE.

Making and applying decisions.

Developing physical and mental well-being.

Evaluating and improving performance.

Making informed choices about healthy active lifestyles.

 

Practical PE: Fitness, Gymnastics, Dance, Athletics, Leadership

Practical Games: Rugby, Tag Rugby, Netball, Basketball, Football, Badminton, Dodgeball, Tennis, Short Tennis, Cricket, Rounders

How will students be assessed?

Students will be assessed in each of the activities that they take part in.

Assessment is based on: performance, skill development, knowledge and understanding, tactics and analysis.

Differentiation

Tasks and activities will be differentiated during the lessons to enable students to progress individually. Within Physical Education, this will occur through progression and regression of tasks, differentiation of equipment and through active teacher intervention during lessons.

 

Extra-Curricular clubs and fixtures also run for those students who wish to further their knowledge and skill application within an array of sports throughout the year.

Resources

Twitter – Updates on all fixtures, extra-curricular clubs and sporting opportunities will be found on Twitter.

Spanish

Subject

Spanish

Course Leader

Mrs S. Dewey

What will students learn?

Year 7

Viva 1:

Module 1: Getting used to Spanish pronunciation. Introducing yourself. Talking about your personality

Using adjectives that end in -o/-a. Talking about age, brothers and sisters. Using the verb tener (to have)

Saying when your birthday is. Using numbers and the alphabet. Talking about your pets. Making adjectives agree with nouns. Writing a text for a time capsule. Adding variety to your writing.

Module 2: Saying what you like to do . Giving opinions using me gusta + infinitive. Saying what you do in your spare time

Using -ar verbs in the present tense. Talking about the weather. Using cuando (when) Saying what sports you do

Using hacer (to do) and jugar (to play). Reading about someone’s favourite things. Understanding more challenging texts. Taking part in a longer conversation. Using question words.

Module 3: Saying what subjects you study. Using -ar verbs to say what ‘we’ do. Giving opinions about school subjects. Using me gusta(n) + el/la/los/las. Describing your school. Using the words for ‘a’, ‘some’ and ‘the’. Talking about break time. Using -er and -ir verbs’. Understanding details about schools. Using prediction as a listening strategy.

Module 4: Describing your family. Using possessive adjectives – my, your, his/her. Describing your hair and eye colour. Using verbs ser and tenerSaying what other people look like. Using verbs in the third person. Describing where you live. Using the verb estar (to be) with place and position.

Module 5: Describing your town or village. Using ‘a’, ‘some’ and ‘many’ in Spanish. Telling the time. Using the verb ir (to go). Saying what you are going to do at the weekend. Using the near future tense. Understanding people describing their town. Listening for detail. Writing about where you live.

Year 8

Viva 2:

Module 1: Talking about a past holiday. Using the preterite of ir. Saying what you did on holiday. Using the preterite of regular -ar verbs. Describing the last day on holiday. Using the preterite of -er and –ir verbs. Talking about a past holiday. Using the preterite of ir. Saying what you did on holiday. Using the preterite of regular -ar verbs. Describing the last day on holiday. Using the preterite of -er and –ir verbs.

Module 2: Saying what you use your phone for. Revising the present tense. Saying what type of music you like. Giving a range of opinions. Talking about TV. Using the comparative. Saying what you did yesterday. Using the present and the preterite. Understanding a TV guide. Tackling an authentic text. Learning about young peoples’ lives. Using two tenses in the ‘he/she’ form.

Module 3: Saying what food you like. Using a wider range of opinions. Describing mealtimes. Using negatives. Ordering a meal. Using usted / ustedes. Discussing what to buy for a party. Using the near future. Giving an account of a party. Using three tenses together.

Module 4: Arranging to go out. Using me gustaría + infinitive. Making excuses. Using querer and poder. Saying what other people look like. Using verbs in the third person. Talking about clothes. Saying ‘this/these’. Talking about sporting events. Using three tenses.

Module 5: Describing a holiday home. Discovering more about the comparative. Describing holiday activities. Using the superlative. Asking for directions. Using the imperative. Talking about summer camps. Learning more about using three tenses. Describing a world trip. Tackling challenging listening.

 

How will students be assessed?

Students will be assessed every half term on two of the four skills – listening, speaking, reading and writing. Alternating listening / speaking, reading/writing so that all 4 skills are assessed formally each term. In addition there will be classroom tests on vocabulary and grammar.

Differentiation

More able students will be expected to cover the full conjugation of verbs to apply verbs in all six persons – I, you (singular), he/she/it, we, you (plural), they. In year 7 more able students will use present and near future tenses and year 8 they will be expected to use 3 time frames together – present, past and future. They will also progress to create texts of 3/4 sentences from memory in year 7 and more extended texts in year 8.

In year 8 work will be differentiated with more able students using Studio 2 rouge.

Provision will be made to meet SEND students individual needs according to guidance provided by SEN department.

Resources

Year 7 – Viva 1

Year 8 – Viva 2

https://www.pearsonactivelearn.com

https://www.languagesonline.org.uk

https://www.doddlelearn.co.uk

https://www.memrise.com

https://www.duolingo.com

www.bbc.co.uk/languages

French

Subject

French

Course Leader

Mrs  S. Dewey

What will students learn?

Year 7

Acces Studio:

Name, say how you are feeling, age, birthday, numbers 1-31, alphabet, birthdays, classroom objects and language, likes and dislikes, colours, animals, family.

Studio 1:

Module 1: Talking about likes and dislikes. Using regular –er verbs (je, tu, il/elle). Talking about your survival kit

Using avoir (je, tu, il/elle). Describing yourself. Understanding adjective agreement (singular). Talking about other people. Understanding adjective agreement (plural). Describing a musician. Using the present tense (je, tu, il/elle)

Introduce yourself in detail.

Module 2: Talking about school subjects. Asking questions

Giving opinions and reasons. Agreeing and disagreeing. Describing your timetable. Using the 12-hour clock. Describing your school day. Using on to say ‘we’. Talking about food. Using the partitive article (du/de la/de l’/des). Schools in other French-speaking countries. Developing reading skills. Talking about winter celebrations .Developing speaking skills.

Module 3: Talking about computers and mobiles. Using regular –er verbs. Talking about which sports you play. Using jouer à. Talking about activities. Using the verb faire. Saying what you like doing. Using aimer + the infinitive. Describing what other people do. Using ils and elles.

Module 4:  Talking about your town/village. Using il y a …/il n’y a pas de… .Giving directions. Understanding when to use tu and vous. Talking about where you go. Using à + the definite article. Asking someone to go somewhere. Using je veux/tu veux + infinitive. Saying what you can do in town. Using on peut + infinitive

Module 5: Using nous to say ‘we’. Talking about your holidays. Talking about getting ready to go out. Using reflexive verbs (singular). Buying drinks and snacks. Using higher numbers. Talking about holiday plans. Using the near future tense. Saying what you would like to do. Using je voudrais + infinitive.

 

Year 8

Studio 2 rouge:

Module 1: Talking about television programmes. The present tense of –er verbs. Talking about films. The present tense of avoir and être. Talking about reading. –ir and –re verbs. Talking about the internet - aller and faire. Talking about what you did yesterday evening. The perfect tense

Module 2: Saying what you can do in Paris. The perfect tense of regular verbs. Saying when you did things. The perfect tense of irregular verbs. Understanding information about a tourist attraction - c’était … and j’ai trouvé ça …

Saying where you went and how. The perfect tense with être

Interviewing a suspect. Asking questions in the perfect tense.

Module 3: Talking about personality. Adjectival agreement. Talking about relationships. Reflexive verbs. Talking about music. Agreeing, disagreeing and giving reasons. Talking about clothes. The near future tense. Talking about your passion. Past, present and future tenses.

Module 4: Describing where you live. Comparative adjectives. Describing your home. Prepositions. Talking about meals - boire and prendre. Discussing what food to buy - il faut . Talking about an event. Using three tenses. Module 5: Talking about talent and ambition. Infinitives and the verb vouloir. Encouraging or persuading someone - pouvoir and devoir. Rehearsing for the contest. The imperative. Saying who is the best, the most, the least. Superlative adjectives. Showing how much you can do with the French language. Using a variety of structures and tenses.

 

How will students be assessed?

Students will be assessed every half term on two of the four skills – listening, speaking, reading and writing. Alternating listening / speaking, reading/writing so that all 4 skills are assessed formally each term. In addition there will be classroom tests on vocabulary and grammar.

Differentiation

More able students will be expected to cover the full conjugation of verbs to apply verbs in all six persons – I, you (singular), he/she/it, we, you (plural), they. In year 7 more able students will use present and near future tenses and year 8 they will be expected to use 3 time frames together – present, past and future. They will also progress to create texts of 3/4 sentences from memory in year 7 and more extended texts in year 8.

In year 8 work will be differentiated with more able students using Studio 2 rouge.

Provision will be made to meet SEND students individual needs according to guidance provided by SEN department.

Resources

Year 7 - Accès Studio, Studio 1

Year 8 – Studio 2 rouge / vert

https://www.pearsonactivelearn.com

https://www.languagesonline.org.uk

https://www.doddlelearn.co.uk

https://www.memrise.com

https://www.duolingo.com

www.bbc.co.uk/languages

Drama

Subject

 Drama

Course Leader

Mrs Georgina Wright

What will students learn?

 

Year 7

Students begin the year with an introduction to Drama and the basic skills required to create and perform, a successful piece for performance. This then leads to creating a character, whereby the physical and vocal aspects are explored and developed. Students then proceed to Clowning, a scheme focused on mime followed by working from a script in the Text component. The Summer term then focuses on issue based Drama with a series of lessons on Bullying and the final scheme is based around Storytelling looking at tales from different cultures.

 

Year 8

Topics studied in year 8 build on the foundation taught in year 7 and is geared to ensure students are well equipped for further study at GCSE if they wish.

Topics include, Pantomime, Physical Theatre, Theatre Styles, Commedia Dell Arte and focusing on a play script.

All the areas of study are varied to ensure that students have the opportunity to flourish and are exposed to a selection of Drama styles and elements.

How will students be assessed?

 

Students are assessed half termly using the College banding criteria and will be done through practical and written assessments

Differentiation

 

Students are placed into a variety of teaching groups to either stretch or enhance their ability ranges. Those with SEND needs are catered for through teacher and if needed TA support. Higher ability students are given tasks for reading around the subject and strategies that can develop their abilities within the subject

Resources

 

The Stage newspaper

BBC Bitesize

Design and Technology

Subject

Design and Technology – Resistant Materials

Course Leader

Mr A Lonnen

What will students learn?

Year 7 content

Skill building, mainly practical project in Aluminium and Wood = Pen Holder

Students learn the benefits of making a prototype, how to mark out material (Aluminium), Drilling hand and pillar, filing, folding and finishing. Marking out and planing wood, use of pilot holes for screwing into wood.

 

Year 8 content

As above – Bird Feeder

Elements of design throughout

Marking out wood, use of Tennon saw and bench hook, accurate gluing and clamping.  Basic structural stability.

Design development, compiling a cutting list, finishing wood.

How will students be assessed?

Research and analysis. Presenting research gathered as HW and adding annotation

Practical Skills. Ongoing assessment of the use of new skills and quality of the outcome

Evaluation of work. 

Differentiation

Additional design work and opportunities to extend work. Ie: 3D print and Sketchup.  Potential to use Lathe, or heat treatment.

Resources

Research and Google.

English

Subject

English

Course Leader

J Fletcher

What will students learn?

Year 7

Students will begin the year with a transition unit focusing on writing skills within the genre of autobiography, looking at high quality examples from literature (such a Roald Dahl) and popular culture (such as Bear Grylls and Lord Alan Sugar).

 

Students then continue considering life and childhood, situating it within the Literature of the Victorian era, including the study of heritage texts such as Alice in Wonderland, Great Expectations and Jane Eyre.

 

A study of the dystopian and utopian genres, throughout the ages, is also undertaken, allowing students to track changes from its roots in the Elizabethan era to modern day.

 

To develop their own writing, students have the opportunity to produce travel fiction and non-fiction, as well as persuasive writing through speeches and letters – analysing the greatest speech writers in history (including Winston Churchill and Martin Luther King Jr).

 

A study of the Gothic genre, surrounding setting, will see students engage with range of texts i.e. Dracula, Frankenstein, Rebecca, Wuthering Heights.

 

In addition, students have a ‘Technicals’ lesson once a fortnight that equips them with grammatical and cultural knowledge. This year students will learn idioms, features of crafting poetry and Greek oratory.

Year 8

Students will study a range of war poetry from, and about, WWI, including eminent poets such as Owen and Sassoon, and Poet Laurette Carol Ann Duffy.

 

Students will continue to hone their writing through descriptive writing tasks and non-fiction writing.

 

A study of Shakespearean comedy though Much Ado About Nothing and The Taming of the Shrew is complimented by a visit to The Globe Theatre in London.

 

Students then study the works of prominent American authors such as Harper Lee and John Steinbeck through either a study of To Kill a Mockingbird or Of Mice and Men.

 

In addition, students have a ‘Technicals’ lesson once a fortnight that equips them with grammatical and cultural knowledge. This year student learning is centred on allusions in literature, focusing on biblical and classical knowledge including creation and afterlife, famous figures (e.g. Midas, Narcissus) and heroes/villains (e.g. Hercules, Medusa).

How will students be assessed?

 

Students will have two end of unit assessments for Language (writing) and two end of unit assessments for Literature (reading).

Three of these exams will be undertaken in class; one in the exam hall.

Differentiation

More able students are constantly stretched through the study of texts in class. As well as this, extra-curricular opportunities such as Creative Writing Club and KS3 Debate Club, afford students other means of expression and articulation.

 

Students who require extra support, or who are identified as having latent potential, are enrolled on a Lexonik programme which is designed to improve reading age by a minimum of 12 months.

Resources

KS3 English Shakespeare Text Guide - Much Ado About Nothing (CGP KS3 English)

To Kill a Mockingbird (Cliffs Notes) or Of Mice and Men (Cliffs Notes)

 

Links for grammar and text revision are set via Edulink and Doddle.

Food Technology

Subject

Food Technology

Course Leader

Mrs Chris Arnold

What will students learn?

Year 7

  • Health, Safety and Hygiene.
  • Knife Skills – Use a knife correctly with the correct grips – make a fresh fruit salad.
  • How to use the grill safely – making a Toastie
  • How starch looks in products – make a pasta salad
  • Flavouring of foods – making Cous Cous – assessment piece of practical

 

Year 8

  • Re-cap Health Safety and Hygiene.
  • Learning to d-bone meat and work with raw meat turning it into a curry.
  • Learning to manipulate meat and making a burger.
  • Learning to make a dough and flavouring it - - turning it into brad rolls ready for the end assessment.
  • Using all of the skills learnt previously making a healthy pizza for end of rotation assessment.

How will students be assessed?

Practical Skills continually assessed

Last piece of practical work is a full assessment using all of the areas that have been covered within the practical lessons.

End of assessment written paper.

Differentiation

Year 7 – will be able to design their food products with annotation allowing all to differentiate and work at their pace and ability.

Year 8 - Pizzaprentise  -  business is set up within class enabling all pupils to showcase their skills with a presentation to their peer group. More able pupils will look at food miles and more extensive work SEN will create posters and flyers for the business.

Resources

Online BBC Food website

History

Subject

History

Course Leader

Sarah Perkins

What will students learn?

Year 7 content

Romans (Roman empire, Army, Government, Roads, Entertainment, Invading Britain, Julius Caesar, Claudius, Hadrian’s Wall, Health and Sewers).

 

The Battle of Hastings and Medieval life (Contenders for the throne, the Battle of Hastings, Building castles, Peasants, Medieval life, the Black Death, the Peasants Revolt, Power of the Church and Thomas Becket).

 

Tudors (The religious roller-coaster of the Tudor monarchs, Elizabeth’s problems and how she solved them).

 

Stuart England (Stuart London, the Gunpowder plot, the Great Fire of London).

 

Witches (James I and witches, the Civil War, the Witchcraze, Witch accusations, Witch punishments and trials).

 

Pirates (Pirate Code, Pirate superstitions, Pirate Weapons, How accurate is Pirates of the Caribbean?)

Year 8 content

Native Americans (Houses, the Buffalo, myths and legends)

 

Slavery (Triangle trade, the Middle Passage, Slave auctions, life on the plantations, the American Civil War, the end of slavery).

 

Civil Rights (Great depression, Bus boycott, MLK, Malcolm X, Black Panthers, Kennedy and Lincoln, Equality today). 

 

WW1 (Start of WW1, Shooting of Ferdinand, Schlieffen plan, Trench life, Haig, Weapons of war, Russia and the USA joining the war).

 

Hitler (Effects of WW1, Treaty of Versailles, Hitler when young, Hitler gains power, Nazi promises, Nazi youth,

Appeasement, start of WW2, Dunkirk).

 

WW2 (Battle of Britain, Blitz, Russian invasion, Pearl Harbour, D-Day, The Atom Bomb, The Holocaust).

How will students be assessed?

A formal in-class assessment at the end of each topic (half term).

 Informal formative assessment within class every half term.

Practise questions in lessons which will be peer-assessed/self-assessed.

Questioning in class.

Differentiation

Challenge tasks and extra support activities included within lessons.

1-1 support where necessary.

Additional research activities for more able students.

Resources

https://www.bbc.com/bitesize/subjects/zk26n39 BBC bitesize History.

Horrible History books, in particular – Rotten Romans, Stormin’ Normans, Terrible Tudors, Slimy Stuarts, Frightful First World War, Woeful Second World War.

We try to incorporate the use of video clips, from sites such as YouTube, where possible. These can provide a great opportunity for students to extend their knowledge.

Additional reading can be recommended by the class teacher for particular topics.

Mathematics

Subject

Mathematics

Course Leader

Miss R Afford

What will students learn?

Year 7

  • Place value
  • Addition and subtraction of integers and decimals
  • Multiplication and division of integers
  • Order of operations
  • Working with units
  • Angles
  • Triangles and quadrilaterals
  • Symmetry and tessellation
  • Multiplying and dividing fractions
  • Fractions of amounts
  • Introduction to algebra
  • Percentages
  • Handling data

Year 8

  • Primes and factors
  • Adding and subtracting fractions
  • Positive and negative numbers
  • Sequences, expressions and equations
  • Triangles, quadrilaterals and angles
  • Length and area: parallelograms and trapezia
  • Transformations
  • Percentage change
  • Ratio and rate
  • Rounding
  • Circumference and area of circles
  • Shapes and nets
  • Surface area and volume
  • Statistics

How will students be assessed?

As we work through the curriculum, students understanding will be assessed regularly in class using the ‘next steps’ process, where guidance is given on what needs to be done to progress. 

There will be three formal assessments throughout the year, each covering all topics taught so far – the final one of these will be taken under exam condition in the hall.

Differentiation

A core curriculum is taught to all Year 7 & 8, with ‘scaffolding’ in place for lower ability groups and higher ability sets being given extension tasks.  Mathematical reasoning is embedded in the curriculum at all levels.

Resources

https://hegartymaths.com/

https://corbettmaths.com/

Music

Subject

Music

Course Leader

Mr C Berthon

What will students learn?

Year 7

We start the course by learning about song writing which this year ties in with a competition called ‘Sing for Your School’ and is on the subject of Cambridgeshire nature and countryside. Students learn how to write lyrics and to create a backing using chords and hooks. To create the backing we learn how to use music technology (Ableton Live 10). We also develop our singing skills by learning a number of songs in preparation for the Christmas Concert.

 

In the spring term we look at classical music and use the BBC Ten Pieces website as a starting point. This year is the centenary of Holst’s Planets Suite so we will be composing pieces on this theme. We discover the instruments of the orchestra and learn how drones, ostinato and dissonance can create weird and mysterious atmospheres.

 

In the summer term Folk Music is our topic. We sing a wide variety of songs and re-visit the song writing we started in Autumn Term. We look at the traditions of handing down music aurally from generation to generation. We do taster sessions on violin and guitar as well as using keyboards and music technology.

 

We finish the year looking at club dance music and have great fun adding FX to clips of music in Ableton Live. We learn all about reverb, delay and EQ just like a real DJ!

 

Year 8

In the autumn term our topic is Protest Songs. We sing and analyse songs, examining why musicians use their music to protest. Human Rights are central to the topic and we look at items in the news to see how human rights affect our everyday lives. Re-visiting our work on song writing from Yr 7 we work on developing our own chord sequences and hooks to provide effective and memorable backing. We also sample sounds and import them into Ableton Live to add FX.

 

In the spring term we look at how composers use images to create music. This can be a range of images from visual art to film and video games. We compose music to reflect our feelings about an image, combining major/minor scales with appropriate chords. We also look at how film composers coordinate their music with the film and we compose our own music to fit a section of film.

 

In the summer term we look at the history of pop music, examining how the Blues influenced rock’n’roll which in turn became the starting point for the music we hear today. We learn to play a rock song on guitar and form bands in class with keyboards and vocals to perform our songs. Working as an ensemble requires a real ability to listen carefully to others and developing this ‘give and take’ is central to your development as a musician.

How will students be assessed?

Work is continually assessed in class and students keep a Log of Progress for each topic. At certain points there are key assessments which may be a performance of a song, a composition or a listening exercise. You may be working in a group to perform but your own individual work is assessed and your own contribution to the performance or composition.

Differentiation

In every topic you can approach the work in different ways. For example, when playing chords you could just play the bottom note of each chord or you could be pushing yourself to discover different ways of playing the chords. More experienced instrumentalists will be given more demanding songs to perform while those with little experience will play simpler parts within a group. Music technology can be used to aid those who find performing difficult but can also be used to stretch the most able to produce work which is more complex and refined.

Resources

Ableton Live 10 software (free download and lots of tutorial videos on the Ableton website).

Memrise.com is a great site for learning music terminology.

Theta Music Trainer https://trainer.thetamusic.com/en/node is excellent for developing aural skills.

Taking instrumental/vocal music lessons is fantastic for developing as a musician and is a skill you could use for the rest of your life.

Product Design

Subject

Product Design

Course Leader

Ms Lad

What will students learn?

Year 7 content

Textile Design – Product; Tie Dye T-Shirt;

Dye Process, History/Origins of Tie Dye, Colour Theory (link to Art)Embellishment (blanket/running Stitch, Buttons, Sequins, Bead application & applique) Evaluation (PEE link to English)

 

Year 8 content

 

Graphic Design - Product; SPARK BUS CORPORATE Identity

Graphic Designers, Typography, 3D Modelling, Nets (Maths)Evaluation (PEE link to English)

 

Product Design – Product; Recycling Project

Seasonal Lamps made with recycled materials

Diwali, Light Theory, Lighting Design Theory, Lighting Products, Evaluation (PEE link to English)

How will students be assessed?

 

Students will work through stages of the Design Process, within the context of current innovations in industry, to create a product that showcases subject-specific knowledge & skills assessed against GCSE Assessment Criteria

 

Differentiation

  • Personal Projects in support of Unit 1
  • 1 to 1 intervention
  • Implementation of SEND strategy sheets

Resources

Religious Education

Subject

Religious Education

Course Leader

Mrs Watts

What will students learn?

Year 7

The Big Story- looking at key Biblical teachings from both the Old and New Testament including Commands for Living, Sin, Forgiveness, Sacrifice and Atonement.

Evil and Goodness which is an in depth study into Original Sin, the Fall and what these means for Humanity.

A topic on Worldviews which looks at Humanism and Secularisation.

Year 8

An introduction to Islam, looking at its history, the importance of Muhammad as a Prophet, Politician and Warrior, Sunni and Shi’a Islam and the key practices related to the 5 Pillars.

The role of British Sikhi since the end of the 1800s and key individuals and practices of Sikhi.

Two Ethics based modules on Prejudice and Discrimination and Human Relationships looking at the role of men and women, marriage, divorce and same-sex relationships.

How will students be assessed?

KS3 RE is assessed through Formative based singular exam style questions which we be completed half way through a module and Summative end of topic assessment, which will combine a number of different exam style questions which have been taught throughout the course.

Differentiation

All lessons include stretch tasks and extensions for the more able/ Higher Ability Students.

Tasks are scaffolded and modelled for all students to ensure all can attain their best in class.

Resources

Apps- RE Definitions. There are no core text books that are used for KS3 RE. Good websites include BBC Bitesize KS3 and GCSE Religious Studies.

BBC Bitesize KS3 RE: https://www.bbc.com/bitesize/subjects/zh3rkqt

BBC Bitesize GCSE RS: https://www.bbc.com/bitesize/examspecs/zy7spbk