Tauheedul Islam Boys' High School - Year 7 Curriculum Booklet 2020 2021 - Tauheedul Islam Boys ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Tauheedul Islam Boys’ High School Year 7 Curriculum Booklet 2020‐2021
CONTENTS
Introduction
o English
o Mathematics
o Science
o Geography
o History
o Religious Education
o Arabic
o French
o Urdu
o Computing
o Art
o Drama
o Engineering Design
o PE
Please note the long term plans are subject to changeIntroduction Our aim at Tauheedul Islam Boys High Scool is simple – we want to provide the best possible education for you in the most secure Islamic environment. We will help you to achieve your goals, dreams and ambitions. In return we want you to turn up every day, on time and with the right attitude to aim for the best possible standards in your studies; both at home and in school, as well as work to your full potential in all your subjects. STAR targets require all students to make at least one level of progress from KS2 to KS4 above the national average. Star expected progress means you will make more progress than 90% of students at other schools; pupils achieving a score of 95 or above in reading and 102 or above in maths by the end of KS2 (year 6) are expected to achieve at least a grade 6 at GCSE (year 10 or year 11). This Curriculum Guidance section shows how you will make this progress through the learning journey you will undertake in each of your subjects. It will also be used to record your results and targets for improvement after every assessment. If, for any reason, you fall behind in your studies, we will ensure you catch up through intervention and revision sessions; you simply need to turn up on time, ready to learn.
ENGLISH: LONG TERM PLAN ‐YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Reading: Fiction Reading – Fiction Writing: Spy Fiction Non Fiction Reading: Non‐ NF Writing: Non‐Fiction NF Writing: Unseen Poetry Fiction Reading and Non‐
Spy Fiction Heroes (5) (5) Assessment ‐ Fiction Fiction Reading skills (5) Writing in Gothic (5) Skills Assessment‐ response to Fiction Writing:
Assessment‐ Reading‐ Writing AO5, AO6 Speaking & Listening (1) Descriptive / Travel writing Unseen Poetry + a Non‐Fiction Shakespeare: Romeo &
Fiction‐ text piece Assessment ‐ Non‐ writing task Writing Juliet (4) Smart skills for
Writing Review Writing – Fiction Writing Reading and Writing (3)
Spoken Word – Speech writing : Speaking
& Listening (1)
THEMES Fiction Fiction writing Non‐ Fiction Reading Non‐fiction Writing Poetry writing non‐ fiction Shakespeare: ‘Romeo and
texts. Juliet’
SPEAKING AND Use of standard English Discussion Presentation
LISTENING whole school
focus
SPIRITUAL, MORAL, SOCIAL Values, perspectives‐ explored through “Stormbreaker” Helping others Social and cultural context – Romeo and Juliet
AND CULTURAL (SMSC) AND
FUNDAMENTAL BRITISH
VALUES (FBV)
Inference skills, Writer’s Assessment ‐ Non Fiction Assessment‐ Fiction Writing Assessment Non‐Fiction End of Year exam. Speaking and
viewpoint Writing Reading Assessment‐ response to Unseen Listening ‐Talking within
KEY ASSESSMENT FOCUSES,
Poetry + a Non Fiction writing role‐ play and drama.
SUGGESTED ASSESSMENTS task
AND FEEDBACK WEEK
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary.
Bedrock vocabulary
Websites that can help my learning: : http://www.bbc.co.uk/schools/ks3bitesize/english/, http://www.englishbiz.co.uk/, www.bbc.co.uk/news http://www.channel4learning.com/support/websites/english.html,
http://www.channel4learning.com/sites/waywithwords/index.html, http://www.mrmen.com/
Visits to places that can help my learning: Plays – theatre, sports games, local events, poetry performancesMATHEMATICS: LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Building number Number Geometry Fractions Algebra Ratio & Proportion
skills
Probability and Statistics
THEMES/ Place value Multiplication Angles Equivalent Fractions Simplifying Expressions Simplifying ratios
TOPICS Negatives Division 2D shapes Ordering fractions Substitution Proportionality
Addition Factors & Enlargement & Scale Adding & subtracting Sequences Percentages
Subtraction Multiples factor Equations
Rounding Area
Powers & roots
SPEAKING AND Group Discussion In Role Presentation
LISTENING
whole school focus
SPIRITUAL, MORAL, Patterns in Nature and Pythagoras Probability and gambling Symmetry and the golden ratio
SOCIAL AND CULTURAL
(SMSC) AND
FUNDAMENTAL BRITISH
VALUES (FBV)
KEY ASSESSMENT Each of the end of term Assessments will assess the Higher level topics taught from MOCK END OF YEAR EXAM and END OF YEAR
FOCUSES, SUGGESTED September. The demand and scope of the end of term Assessments will increase as EXAM
ASSESSMENTS AND the course progresses. Structure: Paper 1 Non‐calculator. Structure: Paper 1 Non‐calculator Paper 2‐
FEEDBACK WEEK Paper 2 Calculator Pupil Self‐Assessment. Feedback and targets during post‐half term Calculator Pupil Self‐Assessment Feedback and
week. targets during post‐half term week.
Websites that can help my learning: www. studymaths.co.uk, www.bbc.co.uk/schools/gcsebitesize/maths, www.nrich.maths.org.uk, www.uk.ixl.com,
www.ricksmath.com, www.aamath.com, www.mathsisfun.com
www.hegartymaths.com and https://corbettmaths.com/
Visits to places that can help my learning: Churches and Mosques, Mathematics exhibitions in Museums, Mathematics Conferences, Bletchley Park, National
Space Centre, Manchester School of Architecture.SCIENCE: LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
Scientific thinking Applications and Scientific thinking Applications and Scientific thinking Applications and
KEY CONCEPTS Implications of Science Implications of Science Implications of
Enquiry skills Enquiry skills Enquiry skills Science
Cells Food and Nutrition Reproduction Muscles and Bones Eco System 8A Food & Digestion
Energ Mixtures and Separating Acids and Alkalis Atoms and Elements Periodic Table 8E Combustion
THEMES/
TOPICS Particles Current Electricity Forces Sound 8I Fluids
Revision
End of Year Test
SPEAKING AND Group discussion In Role Presentation
LISTENING
whole school focus
SPIRITUAL, MORAL, Allah’s Creation: Small and Big Muslim Scientists Looking after Allah’s’ Creation
SOCIAL AND CULTURAL
(SMSC) AND
FUNDAMENTAL BRITISH
VALUES (FBV)
Focus: Biology Focus: Chemistry Focus: Physics Focus: Physics Focus: Biology, Chemistry and Physics
Assessed Classwork 1/2 Assessed Classwork 1/2 Assessed Classwork 1/2 Assessed Classwork 1/2 Assessed Classwork 1/2
KEY ASSESSMENT
FOCUSES, SUGGESTED End of unit summative End of unit summative End of unit summative End of unit summative End of unit summative test
ASSESSMENTS AND tests tests tests test
FEEDBACK WEEK Presentation: animal or plant adaptations.
Websites that can help my learning: www.bbc.co.uk/bitesize/, http://links4science.blogspot.co.uk/, www.s‐cool.co.uk/
Visits to places that can help my learning: MOSI (Museum of Science and Industry), Jodrell Bank Discovery CentreGEOGRAPHY: LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
1.1 Place 1.1 Place 1.1 Place 1.1 Place 1.1 Place 1.1 Place
1.2 Space 1.2 Space 1.2 Space 1.2 Space 1.2 Space 1.2 Space
1.3 Scale 1.3 Scale 1.3 Scale 1.3 Scale 1.3 Scale 1.3 Scale
1.6 Environmental 1.4 Interdependence 1.4 1.4 Interdependence 1.4 Interdependence 1.4
interaction and 1.5 Physical and human Interdependence 1.5 Physical and 1.5 Physical and Interdependence
sustainable processes 1.5 Physical and human processes human processes 1.5 Physical and
KEY CONCEPTS development 1.6 Environmental human processes 1.6 Environmental 1.6 Environmental human processes
1.7 Cultural interaction and 1.6 Environmental interaction and interaction and 1.7 Cultural
understanding and sustainable interaction and sustainable sustainable understanding and
diversity development sustainable development development diversity
1.7 Cultural development 1.7 Cultural 1.7 Cultural
understanding and 1.7 Cultural understanding and understanding and
diversity understanding diversity diversity
and diversity
THEMES/ Map Skills Ecosystems Urbanisation Rivers Rio De Janeiro Rio De Janeiro
TOPICS
SPEAKING AND Use of Standard English Discussion Presentation
LISTENING
whole school focus
SPIRITUAL, MORAL, Skill of Knowledge, interdependence. National Pride, The modern world Study of culture
SOCIAL AND CULTURAL around us.
(SMSC) AND
FUNDAMENTAL BRITISH
VALUES (FBV)
KEY ASSESSMENT End of unit test on End of unit test on map End of unit test on End of unit test on End of Year exam Project work.
FOCUSES, SUGGESTED Map skills skills and ecosystems map skills, map skills, covering all topics
ASSESSMENTS AND ecosystems and ecosystems,
FEEDBACK WEEK urbanisation urbanization and
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary.
Websites that can help my learning: www.geography.learnontheinternet.co.uk/ks3/index.html; www.georesources.co.uk;
www.bbc.co.uk/schools/bitesize/geography/
Visits to places that can help my learning: The Local area (settlement), Any sporting venue (sport)HISTORY LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
Chronology Cause and Cultural, ethnic and Cultural, ethnic and Change and continuity Change and continuity
KEY CONCEPTS Change and continuity consequence religious religious Knowledge and Knowledge and
Change and continuity significance significance understanding understanding
Anglo‐Saxon Invasion 1066 (William the Evolution of castles in Religion in Medieval What was everyday Origins – of the
of Britain with conqueror, castles, the medieval period ‐ England life like in Medieval Tudors
investigation on domesday book etc.) architecture and State and Society in England? Tudor life
Medieval Britain Tudor warfare
THEMES/ Tollund Man: design
Aims
TOPICS
Why they came? Success and failures
What they changed?
SPEAKING AND Use of Standard English Discussion Presentation
LISTENING
SPIRITUAL, MORAL, Religion and its link with power How and why people came to Britain? Development of rights
SOCIAL AND CULTURAL Facing hardships (personal link)
(SMSC) AND
FUNDAMENTAL
Assessment –Anglo‐ Assessment – 1066 Project work. Assessment – End of year exam Project work. With
KEY ASSESSMENT Saxons and the Tollund Changes to England Designing and Medieval life clear success criteria
FOCUSES, man creating a castle
SUGGESTED
ASSESSMENTS AND
FEEDBACK WEEK
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary.
Websites that can help my learning: Websites that can help my learning: www.bbc.co.uk/history, britishempire.co.uk, www.tudorhistory.org,
www.bbc.co.uk/religion/religions/islam/history, www.schoolhistory.co.ukR.E. LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two Summer one (7) Summer two (6)
(5)
Believing (Religious
Believing (Religious beliefs, Believing (Religious beliefs, Believing (Religious beliefs, Living (Religious Living (Religious practices
beliefs, teachings,
teachings, questions about teachings, questions about teachings, questions about questions about practices and ways of and ways of living;
meaning, purpose & truth) meaning, purpose & truth) meaning, purpose & truth) meaning, purpose & living; questions about questions about values and
KEY CONCEPTS Faith, belonging, Faith, belonging,
Values and commitment, truth) Values and
values and commitments) Identity,
diversity and belonging commitment, diversity
community and practices community and practices and belonging diversity) commitments) belonging
Identity, belonging
The Island The Island What does it mean to be What does it mean to What does it mean to be What does it mean to be Sikh?
Christian? be Christian? Muslim?
THEMES/
TOPICS
SPEAKING AND Use of Standard English Discussion, Presentation, Explanation Presentation, Explanation and developed
LISTENING reasons
SPIRITUAL, MORAL, Rights and responsibilities Exploring different religious beliefs and Spiritual discipline
SOCIAL AND CULTURAL identifying role models, making decisions
(SMSC) AND FUNDAMENTAL
BRITISH VALUES (FBV)
A. Know about and Learning about religion A. Know about and Pupils will be given End of Year EXAM RS based project
understand a range of understand a range of specific assessment
religions and worldviews. religions and worldviews. question which will
B. Express ideas and B. Express ideas and insights be in line with End
insights about the about the nature, of Year target level
KEY ASSESSMENT nature, significance and significance and impact of or above.
FOCUSES, SUGGESTED impact of religions and religions and worldviews.
ASSESSMENTS AND worldviews. C. Gain and deploy the skills
C. Gain and deploy the needed to engage seriously
FEEDBACK WEEK
skills needed to engage with religions and
seriously with religions worldviews
and worldviews
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary.
Websites that can help my learning: http://www.bbc.co.uk/schools/websites/11_16/site/re.shtml www.reonline.org.uk/
Visits to places that can help my learning: Places of worshipLIFE SKILLS LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Mental Health and Living in the wider Positive/negative Positive/negative Physical health and Healthy eating
emotional wellbeing world relationships relationships fitness
Managing Managing emotions
emotions
THEMES Life after and during Balanced diet Maintinung healthy
Positive & negative
lockdown Embracing diversity What is a career Healthy eating during eating
influences
Dealing with Human Rights Learning pathways? Ramadhaan Poor diets and health
Prevent
attitudes towards International Day of What is work like? Connection between risks
Interfaith Harmony
mental health Democracy What is enterprise? fitness and mental
Week
Anxiety wellbeing
SPEAKING AND
LISTENING Use of Standard English Discussion Presentation
h l h l
SPIRITUAL, MORAL,
SOCIAL AND
CULTURAL (SMSC) Keeping myself healthy & safe Healthy relationships & aspirations Keeping myself healthy & safe
AND FUNDAMENTAL
BRITISH VALUES
KEY ASSESSMENT
FOCUSES,
SUGGESTED
ASSESSMENTS AND
FEEDBACK WEEK
Websites that can help my learning:
http://www.bbc.co.uk/schools/websites/11_16/site/pshe.shtml
http://www.truetube.co.uk/
https://www.pshe‐association.org.uk/default.aspxARABIC LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
Understanding Use knowledge of Understanding Use knowledge of Use knowledge of Use knowledge of
spoken and grammar and spoken and grammar and grammar and grammar and
written language syntax to work written syntax to work syntax to work syntax to work
KEY CONCEPTS Communicating out the meaning language out the meaning out the meaning out the meaning
and interacting of unfamiliar Communicating of unfamiliar of unfamiliar of unfamiliar
with others language and interacting language language language
with others
Identity: School Out & about: My free time Identity and daily Out & about:
THEMES/
introductions local area life holiday
TOPICS
SPEAKING AND Use of Standard English & using the Use of Standard English & using the Use of Standard English & using the
LISTENING target language accurately, Question & target language accurately, Question & target language accurately, Question &
whole school focus Answer, presentations Answer, presentations Answer, presentations
SPIRITUAL, Importance of family ties Islam etiquette with others Developing positive attributes/character
MORAL,
SOCIAL AND
CULTURAL (SMSC)
AND FUNDAMENTAL
BRITISH VALUES (FBV)
KEY ASSESSMENT Writing on week 6 Reading and Speaking on Reading and Writing Speaking
FOCUSES, Listening on week week 5 understanding / End of Year Exam on week 5
SUGGESTED 6 listening and on week 6
ASSESSMENTS AND responding
FEEDBACK WEEK on week 4
Use of Quizlet App, Loom videos and reading passages to support application, synthesis and literacy
www.ChildrensLibrary.org https://sites.uni.edu/becker/arabic.htmlFRENCH LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
Understanding Use knowledge of Understanding Use knowledge of Use knowledge of Use knowledge of
spoken and grammar and spoken and grammar and grammar and grammar and
written language syntax to work written syntax to work syntax to work syntax to work
KEY CONCEPTS Communicating out the meaning language out the meaning out the meaning out the meaning
and interacting of unfamiliar Communicating of unfamiliar of unfamiliar of unfamiliar
with others language and interacting language language language
with others
THEMES/ (Back to school) Free time Family life Family life
In class In town
TOPICS
SPEAKING AND Use of Standard English & using the Use of Standard English & using the Use of Standard English & using the
LISTENING target language accurately, Question & target language accurately, Question & target language accurately, Question &
whole school focus Answer, presentations Answer, presentations Answer, presentations
SPIRITUAL, Developing positive attributes/character Islam etiquette with others Importance of family ties
MORAL,
SOCIAL AND
CULTURAL (SMSC)
AND FUNDAMENTAL
BRITISH VALUES (FBV)
Writing on week 6 Reading and Speaking on Reading and Writing Speaking
KEY ASSESSMENT Listening on week week 5 End of Year Exam on week 5
understanding /
FOCUSES, 6 on week 6
SUGGESTED listening and
ASSESSMENTS AND responding
FEEDBACK WEEK
on week 4
Use of Quizlet App, Loom videos and reading passages to support application, synthesis and literacy
https://www.lepointdufle.net/p/learnfrench.htm http://www.bbc.co.uk/languages/french/URDU LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two
(6)
Understanding Use knowledge of Understanding Use knowledge of Use knowledge of Use knowledge
spoken and written grammar and spoken and grammar and grammar and of grammar and
language syntax to work out written language syntax to work out syntax to work out syntax to work
Communicating the meaning of Communicating the meaning of the meaning of
out the meaning
KEY CONCEPTS and interacting unfamiliar and interacting unfamiliar unfamiliar
with others language with others language language of unfamiliar
language
THEMES/ Identity My school Likes and Dislikes Likes/Dislikes ‐ Family life My town
TOPICS Family life
SPEAKING AND Use of Standard English & using the target Use of Standard English & using the Use of Standard English & using the
LISTENING language accurately, Question & Answer, target language accurately, Question & target language accurately, Question &
whole school focus presentations Answer, presentations Answer, presentations
SPIRITUAL, MORAL, Developing positive attributes/character Islam etiquette with others Importance of family ties
SOCIAL AND CULTURAL
(SMSC) AND
FUNDAMENTAL
BRITISH VALUES (FBV)
Writing on week 6 Reading and Speaking on week Reading and Writing Speaking
KEY ASSESSMENT 5
Listening on week 6 understanding /
FOCUSES, End of Year Exam on week 5
SUGGESTED listening and
on week 6
ASSESSMENTS AND responding
FEEDBACK WEEK
on week 4
Use of Quizlet App, Loom videos and reading passages to support application, synthesis and literacy
https://www.mondly.com/blog/2020/03/03/learn‐urdu‐online/ https://www.lingohut.com/en/l128/learn‐urduCOMPUTING LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
Data representation Algorithms Programming Spreadsheet skills System architecture Cyber Security
KEY CONCEPTS techniques
Data manipulation User interfaces
Binary to denary Algorithms BBC micro bit Table Input Network security
conversion Decomposition Minecraft Education Cell Process cyber‐attacks
Adding binary Sequence Variables Formulas Output Investigating different
THEMES/
numbers Selection Data types Cell reference fetch‐decode‐
TOPICS user interfaces
Logic Shifts Iteration Concatenation Conditional execute cycle
Hexadecimal Flowcharts Sequence formatting secondary storage Planning, creating &
Images Pseudocode Selection Count function evaluating user
SPEAKING AND Use of Standard English Discussion Presentation
LISTENING Appropriate use of key computing Why there is a need to use coding for Effective use of language using structured
whole school focus terminologies developing computer software coding
SPIRITUAL, MORAL, To use technology that will help develop Investment in the skills for the future Learner will learn about real world
SOCIAL AND CULTURAL knowledge and understanding. understand the contribution that applications and consequently a motivation
(SMSC) AND computing makes to society to lead and improve society
FUNDAMENTAL BRITISH
VALUES (FBV)
Topic 1 – Topic 2: Topic 3: Topic 4: Topic 5: EOY Topic 6:
KEY ASSESSMENT Data representation Data Data Assessment on Assessment on Assessment on cyber
FOCUSES, SUGGESTED – use of binary Representation & Representation & previous topics and previous topics and security and user
ASSESSMENTS AND Algorithms Algorithms & spreadsheet and system architecture interfaces
FEEDBACK WEEK Programming data manipulation
Techniques skills
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary. Reading to develop fluency
Websites that can help my learning: http://www.teachict.co.uk http://codeacademy.co.uk https://education.minecraft.net/
Visits to places that can help my learning: National Museum of Computing, Milton Keynes. Jodrell Bank, CheshireART LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
Elements of Art Van Gogh Elements of Art Van Gogh Elements of Art Van Gogh
line Painting line Painting line Drawing
shape Drawing shape Drawing shape Painting
form Researching form Researching form Researching
KEY CONCEPTS
tone Designing tone Designing tone Designing
texture Photography texture photography texture Photography
pattern pattern pattern
colour colour colour
Learning to draw Artist Response Learning to draw Artist Response Learning to draw Artist Response
Basic art elements Landscape Basic art Landscape Basic art elements Landscape
THEMES/
photography elements photography photography
TOPICS
Artist: Van Gogh Artist: Van Gogh Artist: Van
Gogh
SPEAKING AND Use of standard English Use of standard English Use of standard English
LISTENING Subject specific vocabulary Subject specific vocabulary Subject specific vocabulary
whole school focus
SPIRITUAL, MORAL, History History History
SOCIAL AND Natural resources Natural resources Natural resources
CULTURAL (SMSC) Different cultures Different cultures Different cultures
AND FUNDAMENTAL
BRITISH VALUES (FBV)
Apple assessments Drawing, Apple Drawing, Apple assessments Drawing,
KEY ASSESSMENT
Drawing and colouring, assessments colouring, Drawing and colouring,
FOCUSES,
colouring designing, Drawing and designing, colouring designing,
SUGGESTED
researching, colour colouring researching, colour researching,
ASSESSMENTS AND
blending and blending and colour blending
FEEDBACK WEEK
painting painting and painting
Websites to help my learning: http://www.bbc.co.uk/schools/teachers/keystage_3/topics/art.shtml
Books : Art Matters 11‐14 Student Book
Visits to places that can help my learning: Art galleries, museums.DRAMA LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
Speech Speech Speech Speech Speech Speech
KEY CONCEPTS Diction Diction Diction Diction Diction Diction
Confidence Confidence Confidence Confidence Confidence Confidence
Dragons Den – Domesday – Creating a play Creating a play Henry VII Henry VII
Historical Figures Monologue
Making a Movie – Narrative Openings
Tollund Man
THEMES/
Verbatim Theatre
TOPICS
Script work and
subtext Battle Of Hastings
Re‐enactment
SPEAKING AND Speech, diction, confidence, short term Speech, diction, confidence, short term Speech,
LISTENING memory and imagination memory and imagination diction,
whole school focus confidence,
Helps understand British culture Deeper
SPIRITUAL, MORAL,
Appreciation of hierarchy and its effects understanding
SOCIAL AND CULTURAL
of British
(SMSC) AND
Deeper understanding of democracy in the History
FUNDAMENTAL BRITISH
UK
VALUES (FBV)
Enhancement in speech, diction, confidence, short term memory and imagination
KEY ASSESSMENT
FOCUSES, SUGGESTED
ASSESSMENTS AND
FEEDBACK WEEK
http://www.bbc.co.uk/schools/websites/11_16/site/drama.shtml
https://dramaresource.com/
https://www.rhinegold.co.uk/rhinegold‐publishing/magazines/teaching‐drama/ENGINEERING DESIGN LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
VEX Robotics 3D Printing VEX Robotics 3D Printing VEX Robotics 3D Printing
VEX IQ, a plastic snap 3D Printing Process VEX IQ, a plastic snap 3D Printing Process VEX IQ, a plastic snap 3D Printing Process
together construction Design Process together construction Design Process together construction Design Process
system tailored for 3D Modelling in Fusion 360 system tailored for 3D Modelling in Fusion 360 system tailored for 3D Modelling in Fusion 360
secondary schools. Students secondary schools. Students secondary schools. Students
KEY CONCEPTS will experience STEM in a will experience STEM in a will experience STEM in a
competitive context competitive context competitive context
increases student increases student increases student
engagement and makes the engagement and makes the engagement and makes the
engineering process engineering process engineering process
engaging. engaging. engaging.
In this project students will In this project, learners In this project students will In this project, learners In this project students will In this project, learners will be
be building robots from kits will be learning about the be building robots from kits will be learning about the be building robots from kits learning about the 3d printing
to develop their 3d printing process. They to develop their 3d printing process. They to develop their process. They will be able to
THEMES/ understanding of complex will be able to design and understanding of complex will be able to design and understanding of complex design and make a 3D printed
technology, improve their make a 3D printed technology, improve their make a 3D printed technology, improve their prototype of an assistive device.
TOPICS use of computational prototype of an assistive use of computational prototype of an assistive use of computational
thinking and ultimately device. thinking and ultimately device. thinking and ultimately
increase their enthusiasm increase their enthusiasm increase their enthusiasm
about robotics. about robotics. about robotics.
SPEAKING AND Use of standard English Use of standard English Use of standard English
Subject specific vocabulary Subject specific vocabulary Subject specific vocabulary
LISTENING Additive Manufacturing, extrusion, infill, primitive, 3D Additive Manufacturing, extrusion, infill, primitive, 3D Additive Manufacturing, extrusion, infill, primitive, 3D Printing,
whole school focus Printing, Slicing, Build Plate, Design Process, CAD & CAM, Printing, Slicing, Build Plate, Design Process, CAD & CAM, Slicing, Build Plate, Design Process, CAD & CAM, Layers, Filament
SPIRITUAL, MORAL, Values, perspective and impact of 3d Printing on society. Values, perspective and impact of 3d Printing on society. Values, perspective and impact of 3d Printing on society.
Group Discussions Group Discussions Group Discussions
SOCIAL AND CULTURAL Independence Independence Independence
(SMSC) AND FUNDAMENTAL
Understanding of the VEX IQ Understanding of 3D Understanding of the VEX IQ Understanding of 3D Understanding of the VEX Understanding of 3D printing
robotics Kits printing processes. robotics Kits printing processes. IQ robotics Kits processes.
KEY ASSESSMENT Key terminology Key terminology. Key terminology Key terminology. Key terminology Key terminology.
The impact of robotics The engineering design The impact of robotics The engineering design The impact of robotics The engineering design process.
FOCUSES, SUGGESTED within society. process. within society. process. within society. 3D modelling in Tinkercad
ASSESSMENTS AND Solving design problems. 3D modelling in Tinkercad Solving design problems. 3D modelling in Tinkercad Solving design problems. Solving design problems
Solving design problems Solving design problems
FEEDBACK WEEK
https://code.org/
http://stem‐works.com/activities
https://spaceplace.nasa.gov/PE LONG TERM PLAN ‐ YEAR 7 2020‐2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
Learn to be
Learn to Outwit Learn to Outwit
Healthy
KEY CONCEPTS Creativity Performance Competence
Competence Competence
Healthy, active lifestyles
Rugby Basketball Rugby Basketball Football Badminton
THEMES/ Back to Fitness –
Back to Fitness –
Back to Fitness –Different Football Badminton Athletics Cricket Cricket Athletics
TOPICS Different Training
Different Components of Fitness principles of Training will be
Methods will be focused upon.
will be focused upon.
focused upon.
SPEAKING AND Competitive Team Competitive Team Exercise for Living Aesthetic Learn to Excel Striking & Fielding
LISTENING Sports (Invasion) Sports (Invasion) Performance
whole school focus
SPIRITUAL, MORAL, Use of Standard English Discussion Teamwork Presentation
Teamwork Respect Individual Performance
SOCIAL AND CULTURAL (SMSC) AND Respect Healthy Active Lifestyles Individual Competence
FUNDAMENTAL BRITISH VALUES (FBV)
Healthy Active Lifestyles Healthy Active Lifestyles
KEY ASSESSMENT Developing a sense of enjoyment and The ability to recognise the difference Understanding the consequences of your
actions.
FOCUSES, SUGGESTED ASSESSMENTS AND fascination in learning about themselves, others and between right and wrong and your readiness to
FEEDBACK WEEK the world around them. apply this understanding in your own lives.
Keeping possession Outwitting your Plan a Health & Fitness Balance in pairs and Show a measured Sending and
opponent programme for personal individuals using points (time or distance) receiving skills
KEY CONCEPTS use and patches event and refer to using implements
schools athletics and without.
records
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary.
Websites that can help my learning: www.bbc.co.uk/sportacademy , www.skysports.com , www.sportengland.org , www.thefa.com , www.ecb.co.uk, www.london2012.com.You can also read
