TERM 3 Year 7 Learning Journal - Newquay Tretherras
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Year 7
Learning Journal
TERM 3
YEAR 7 – Term 3 (2021 only): Abstract Colour
By the end of this unit, I will know:
Evidenced Refined Key Vocabulary
How to analyse artists’ styles to influence my own work. Natural Forms
Form
Shape
Understand colour theory (primary, secondary, harmonious and
Tone
contrasting colours).
Texture
Abstraction
Understand abstract art. Composition
Colour Theory
How to mix a wide range of colours when using paint. Collage
Painting
Golden Section
How to explore using tints and shades when painting. Rectangle
Fibonacci
Sequence
How to explore using tints and shades when painting. Pattern
Landscape
Chalk
How to explore using tints and shades when painting. Charcoal
Pen
Ink
Compositional skills Oil pastel
Mixed media
Collaging techniques
Target(s)……
YEAR 7 - Term 3: Computing
Concrete, Pictorial, Abstract Learning
By the end of this unit, I can:
Key Vocabulary
Key Idea Pictorial learning – create Control Systems using
Flowol, you will understand flow charts, IF statements and
iteration.
Identify everyday situations where computer control is used.
Identify common types of sensors used by control systems.
Identify control flowchart symbols and understand how they
are used to break down problems.
Produce flowchart-based solutions for control systems that
include sequences and loops.
Explain why control systems might fail and how this might
impact on safety .
Produce control solutions for problems that include
subroutines.
Produce control solutions for problems that include variables.
Pictorial learning - Games programming in scratch – event
driven programming through sequence, selection and
iteration.
Ask the user for input into a variable.
Output to the screen.
Ask the user for input and store the result in a variable, then
output to the screen.
Ask the user for 2 inputs and store the result in 2 variables, add
the result then output to the screen.
Use an if statement display the larger of 2 variables.
Target(s)
YEAR 7 – Drama Term 3 : Commedia Del’Arte / Matilda
By the end of this unit, I will know:
Key Vocabulary
Summer Term 1 – Commedia Dell’Arte
Theatrical
Understand the origins of this style of theatre and Conventions
where we can see it in contemporary
performances Theatrical skills
Understand the characteristics of some of its
Commedia
stock characters Dell’Arte
Use these stock characters to create scenes with
exaggerated body language and vocal skills Body language
Use slapstick to create comedy within a scene
Vocal Skills
Slapstick
Summer Term 2 – Matilda Stock Characters
Explore a piece of contemporary, commercially
successful piece of theatre Exaggeration
Portray the characteristics of the key characters
Comedy
Understand status between the characters
Use slapstick to create comedy within a scene Status
Characterisation
YEAR 7 – Term 3: Storytelling through film By the end of this unit, I will understand: Introduction to film Red Amber Green Key Vocabulary Protagonist/Antagonist and their typical traits What binary opposition is in stories What Propp’s character types are How settings are used to communicate ideas The different camera angles and when you might use them How colour can be used to communicate ideas and emotions What the terms genre and convention mean Hunt for the Wilderpeople How costume communicates ideas about character What a Haiku is and how to write one What the term odyssey means What makes Ricky an interesting protagonist for a story How key characters change throughout the story Forms of writing What the layout of a screenplay looks like What makes a screenplay different to a novel How to write my own screenplay The features of a film review The features of opinion writing How to write a film review Target(s)……
Year 7: French Term 3
By the end of this unit,
Mon collège (Life at Tretherras) Vocabulary
I can tell the time
I can describe my daily routine
I can use reflexive verbs in the present tense
I can describe school facilities using il y a and il n’y a pas de
I can use present tense verbs to say what I do in school
I can describe an ideal school using the conditional tense
I can use clothes vocabulary to describe what I wear to
school
I can use colours vocabulary to describe my uniform
I can make adjectives agree with the noun they describe
I can describe a photo about school
I can write a longer text about school using 3 time frames
I can translate sentences about school
I can recognise different regions in France
I can talk about French customs and specialities
Ma ville (My town)
I can say where I live
I can describe different areas to live in
I can list and use compass points
I can revise regular verbs (er, ir, re) and subject pronouns
I can describe different types of houses
I can describe what rooms there are in a house using il y a &
il n’y a pas and avoir
I can describe places in a town
I can use negatives to say what there is not in a town
I can understand and give directions
I can describe my favourite place in Newquay
I can use past phrases to say what my town used to be like
I can use comparatives to compare Newquay to a French
town
I can talk about my ideal place to live using the conditional
I can talk about what happens on ‘la fête de la musique’
I can order drinks and snacks on holiday
Target
YEAR 7 - Term 3: - Geography
By the end of this unit, I will know:
Key Vocabulary
7.4 Are our weather and climate getting more extreme?
I can …
Define the terms Weather and Climate
Describe how climate affects the World’s population distribution
Explain why some parts of the World/UK have different
temperatures and amounts of rainfall e.g. due to their latitude,
altitude/relief or location (inland/coastal)
Explain why we have seasons
Outline different processes which cause rainfall: convectional,
relief and frontal rainfall
Define the term microclimate
Describe the features of an urban microclimate
Describe how our climate has changed over different
timescales
State examples of extreme weather events
Define the term magnitude and frequency
Complete, read and compare data on Climographs
7.5 We need a plan(et) B. How far do you agree? I can …
Identify the main global energy sources.
State stakeholders who may be affected by a change in energy
supply.
Describe how life in the UK relies on a constant energy supply.
Explain how fossil fuels have helped countries to develop and
function.
Describe the social, economic and environmental effects of
using fossil fuels.
Explain the key advantages and disadvantages of renewable
energy.
Outline major global disasters in the 20th and 21st Century
caused by the need for energy.
Explain how waste can be turned into energy.
Assess the effectiveness of inventions aims at reducing plastic
pollution.
State how plastic has had a negative impact upon our oceans
and our marine life.
7.6 Russia: A Super-Sized Country with Super Problems or Super
Powers? I can …
Label physical and human characteristics of Russia on a blank
map e.g, Capital City, Major River, Mountain Range, Polar
Desert, Seas, Arctic Circle
Describe the 4 main Climate Zones in Russia
Explain why the climate varies across Russia (including the
effects of latitude, and maritime/continental factors)
Outline opportunities and challenges created by Russia’s
landscape and climate zones
Define the terms Biome, Super Power, Globalisation
State 5 factors which make a country a Super Power
Describe how Russia’s population has changed (including
Ageing Population)
Explain reasons for changes in Russia’s population
Outline ways that Russia is linked to the rest of the world by
Globalisation (trade: exports and imports, politics and culture)
Describe ways that Russia can create non-renewable and
alternative energy
State reasons why Russia has staked a claim in the North Pole
(Arctic Ocean)
Target(s)
Target…
YEAR 7 - Term 3: History
By the end of this unit, I will know: Key
Vocabulary
Why was there a crisis in 1066 and did we lose Britain forever? Plague
I will know why there was a crisis when Edward died. Pestilence
I will know the names of the four contenders Succession
Crisis
I will understand why William won Hastings. Poll Tax
Would I find a cake shop in a medieval village? Black Death
I will know what a medieval village looks like. Monarchy
Contender
I will understand what I could buy in the village. Invasion
Was the Black Death really black? Battle
I know how the Black Death spread and its causes. Wat Tyler
Peasants
I will understand what people thought cured the plague.
revolt
I will know that there were consequences of 50% loss of
people.
Why were the peasants revolting?
I will know why the people were angry and when they
were.
I will know what happened at Smithfield with the king
and Wat Tyler.
Target(s)
YEAR 7 - Term 3: Lines and Angles and Reasoning with Number
By the end of this unit, I can:
Key Vocabulary
Constructing, Measuring and Notation
Classifying angles and using labelling conventions
Drawing and measuring angles
Constructing triangles and other polygons
Drawing and Interpreting pie charts
Geometric Reasoning
Understand and use key angle facts
Understand and use angles in triangles and other polygons
Understand and use angles in parallel lines
Developing Number Sense
Use mental strategies for integers, decimals and fractions
Use factors to simplify calculations
Use estimation to check mental calculations
Use known number and algebraic facts to derive other facts
Sets and Probability
Interpret and create Venn Diagrams
Understand and use intersection, union & complement of
sets (H)
Know and use the vocabulary of probability
Generate sample spaces for single evens
Calculate the probability of single events
Understand and use the probability scale
Know that probabilities of all possible outcomes sum to 1.
Prime Numbers and Proof
Find and use factors and multiples
Recognise and identify prime numbers
Recognise and identify square and triangular numbers
Find common factors of a set of numbers including the HCF
Find common multiples of a set of numbers including the
LCM
Write a number as a product of prime factors
Use a Venn Diagram to calculate the HCF and LCM (H)
Make and test conjectures
Target(s)
YEAR 7 - Term 3: Music; Space Rondo and Song Composition 1 – Rain Rain
Key Vocabulary
Space Rondo
I can accurately perform a given ostinato/bass line/melody
in a class instrumental arrangement Pitch
I can record ostinato/bass line/melody using sequencing Rhythm
software Tempo
I can edit and refine my ideas using software tools Pulse
I can choose and combine appropriate timbres for my
Structure
recordings and add production effects
I can compose and record an ostinato, bass line and
melody to create an arrangement using space as the
stimulus (software to realise muasical ideas)
Song Composition 1 – Rain Rain
I can maintain a part in a vocal/instrumental round
I understand the concept of a round and it’s chordal Pitch
pattern Timbre
I understand the link between chord patterns and melody in Structure
rounds Ostinato
I can clap/perform using simple notated rhythm and notated Bass Line
melody Pedal Note
I can identify and perform, reading quavers, crotchet, Sequencing
minims and rests Edit
I can compose and notate a round melody using a given Refine
rhythm
Target(s)
Target…YEAR 7 - Term 3 (2021 only)
By the end of this unit,
Key Vocabulary
C1.2 Atoms, elements, compounds and mixtures
I can state what an element is.
I can state what atoms are.
I can compare the properties of one atom of an element to
the properties of many atoms.
I can state what a compound is.
I can write the chemical names for some simple
compounds.
I can calculate the percentage of a given element within a
compound.
P1.3 Light
I can describe some ways that light interacts with materials.
I can describe what happens when light interacts with
materials.
I can explain how images are formed in a plane mirror.
I can explain the difference between specular reflection
and diffuse scattering.
I can describe and explain what happens when light is
refracted.
I can describe what happens when light travels through a
lens.
I can describe how the eye works.
I can describe how a simple camera forms an image.
I can explain what happens when light passes through
a prism.
I can describe how primary colours add to make secondary
colours.
I can explain how filters
and coloured materials subtract light.
P1.2 Sound
I can describe the different types of waves and their
features.
I can describe what
happens when water waves hit a barrier.
I can describe what happens when waves superpose.
I can describe how sound is produced and travels.
I can explain why the speed of sound is different in different
media.
I can contrast the speed of sound and the speed of light.
I can describe the link between loudness and amplitude.
I can describe the link between pitch and frequency.
I can state the range of human hearing and describe how it
differs from the range of hearing in animals.
I can describe how the ear works.
I can describe how your hearing can be damaged.
I can describe how a microphone detects sound.
I can describe what ultrasound is.
I can describe some uses
of ultrasound.
Target(s)YEAR 7 - Term 3
By the end of this unit, I will know:
Key Vocabulary
• key facts about puberty, the changing adolescent body
and wellbeing.
•the main changes which take place in males and females,
and the implications for emotional and physical health.
•about menstrual wellbeing including the key facts about
the menstrual cycle
•how I can actively communicate and recognise consent
from others, and how and when consent can be withdrawn.
•how stereotypes, in particular stereotypes based on sex,
gender, race, religion, sexual orientation or disability, can
cause damage (e.g. how they might encourage prejudice).
Target(s)YEAR 7 - Term 3: Spanish
By the end of this unit, I will know: Key Vocabulary
Mi instituto ( Life at Tretherras)
I can tell the time
I can describe my daily routine
I can use reflexive verbs in the present tense
I can describe the school facilities in my school using
hay/no hay
I can use my knowledge of descriptions and
character adjectives to describe my teachers
I can use present tense verbs to say what activities I
do in school
I can describe an ideal school using phrases in the
conditional tense
I can use clothes vocabulary to describe what I
wear to school
I can use colours to describe my uniform
I can recognise different regions in Spain
I can talk about Spanish customs and specialities
Mi ciudad (My town/city)
I can say where I live
I can describe different areas to live in
I can list and use compass points
I can revise regular verbs and subject pronouns
I can describe different types of houses
I can say what rooms are in a house using hay/ no
hay and tener
I can describe places in a town
I can use negatives to say what is not in a town
I can understand and give directions
I can describe my favourite place in Newquay
I can use past tense phrases to say what my town
used to be like
I can use comparatives to compare Newquay to a
Spanish town
I can talk about my ideal place to live using the
Conditional tense
I can find out about Spanish Festivals
I can order drinks and snacks on holiday
I can say where I live
I can describe different areas to live in
I can list and use compass points
I can revise regular verbs and subject pronouns
I can describe different types of houses
Target(s)YEAR 7 –Sports
By the end of this unit, I will know:
Key Vocabulary
Hockey
I can demonstrate dribbling.
I can demonstrate push pass.
I can demonstrate basic tackling.
I can demonstrate basic attacking skills.
I know basic rules.
I can take part in small sided games.
Badminton and Tennis
I can demonstrate familiarisation and ball control.
I can demonstration service.
I know forehand control.
I know backhand control.
I know scoring.
I know basic rules.
Football
I can use both feet, different types of turns, keep close,
head up and attack space.
I can control the ball using different body parts.
I can demonstrate passing.
I can demonstrate shooting.
I can demonstrate basic defending and attacking.
I know basic rules.
Rugby
I can demonstrate handling.
I can run with the ball and pass.
I know how to form a team attack.
I know how to form a team defence.
I can demonstrate scrummaging.
I can demonstrate tackling.
Cricket,Rounders and Softball
I can demonstrate underarm & overarm.
I can demonstrate good fielding, throwing and catching.
I can demonstrate good basic battling stance and contact.
I can demonstrate good basic catching techniques.
I understand tactics and strategies.
I know basic rules.
Target(s)YEAR 7 – ATHLETICS
By the end of this unit, I will know:
Key Vocabulary
Sprints
I know the warm up and cool down.
I know starting commands.
I know starting positions.
I can demonstrate the distance running form.
I know the landing technique and drive recovery.
Jumps
I know the warm up and cool down.
I know the take-off foot.
I can demonstrate flight and landing.
Throws
I know the warm up ad cool down.
I know the throwing arm stance, transfer of weight & release
angle.
Target(s)YEAR 7 – Gymnastics & Dance
By the end of this unit, I will know:
Key Vocabulary
Basic Skills
I can demonstrate a handstand.
I can demonstrate a headstand.
I can demonstrate a forward.
I can demonstrate a backward roll.
I can demonstrate sideways rolling.
Balancing
I can demonstrate single and pair balancing.
I know points of contact
I know the centre of balance.
I can demonstrate individual and pair routines.
I can demonstrate mirror and match.
Travelling
I can demonstrate rotation.
I can use lo low level apparatus.
I can demonstrate jumping and leaping.
Dance
I can explore a range of dance actions.
I can explore a range of dance dynamics.
I can explore the use of space in dance.
I can explore a range of dance relationships.
I can choreograph and perform as a solo, duet and
ensemble.
Target(s)You can also read
