Year 7 Curriculum Maps 2021-2022
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Year 7 Curriculum Maps 2021-2022 What is a Curriculum Map? A Curriculum Map is an A4 document for each of your subjects that tells you the knowledge, skills and understanding you will be learning over the year. It is provided to help you track what you are learning and when. They will be stuck into your exercise books and available on the school website. What are Unit Sheets? The Curriculum Map is broken down into separate Unit Sheets. These provide more detailed knowledge, skills and vocabulary for each subject. They will be stuck in your books throughout the year as you address new units of work. Why are Curriculum Maps and Unit Sheets important? Over your 5 years at secondary school, you need to memorise more information than ever before. Everything you learn from years 7-11 helps to build your knowledge and skill set to prepare you for your future learning and GCSE exams. The Curriculum Maps and Unit Sheets help you to identify the most important knowledge and skills you need to commit to your long-term memory and to learn over the years. How should you use your Curriculum Maps and Unit Sheets? Firstly, you should read them to get an overview of what you are learning. Then you could revise key information, skills and vocabulary. One of the best methods is to self- test e.g. you could look, cover, write and check. At the end of a unit you could RAG (red, amber, green) your learning to identify what you know well and discover any gaps in your knowledge that you need to revise. If you are absent, they can be helpful to catch up with and reinforce missed work. In lessons, your teachers will guide you as to how they can be used further. What is the ‘how can I revise’ section? In this section, each subject has provided you with further support and techniques on how to revise including websites and useful links. You can work on these independently and develop your revision strategies. What are ‘super-curricular’ activities? Super-curricular activities are suggested for each unit of work and these are designed for you to be scholarly and challenge yourself further. By completing super-curricular activities, you will deepen and broaden your knowledge in your subjects beyond the classroom. Be a scholar and use your Curriculum Map
Ringwood School Student Scholar
Award
A student scholar has:
An academic curiosity to find out more and to want to make themselves an expert in their
subject, beyond what is studied in the classroom
A willingness to question or to challenge themselves to create greater knowledge
An interest in participating in discussion, to push their understanding forward
An interest in what is not yet known to them and an open mind
An ability to pursue new understanding, by having a pro-active approach to the subject, in
looking ahead and anticipating new ideas
A habit of reviewing and reflecting on what they have learned
A desire to synthesise ideas, fitting them into a wider schema and comparing them to other
thing they know
A desire to widen their vocabulary, so that they can use ‘the language of the subject’
A desire to be able to evaluate different sources, to distinguish what is valid
A pride in the work they complete
An interesting to doing the ‘super-curricular’ activities in the year 7 and year 8 Curriculum
Maps
Year 7 Curriculum Map
How I can be a scholar in ART
Skills and Knowledge
Half-term 1: Half-term 2: Half-term 3: Half-term 4: Half-term 5: Half-term 6:
COLOUR COLOUR MARK-MAKING/TONE MARKMAKING/LINE/COLOUR LINE /COLOUR/ FORM 3D INSECTS
Exploring how we see Exploring how to link sound to Exploring how light falling Exploring how light helps us Exploring ways of using paint, Exploring ways of creating
colour. Experimenting colour and shape. on surfaces creates to see colour and how marks colour and marks to create 3Dforms based on insects.
with colours and materials Experimenting with collage different Tones. and line help us to create depth and space in art works.
and paint. images.
AO1 Developing AO1 Developing knowledge AO1 Developing AO1 Developing knowledge of AO1 Developing knowledge of AO1 Developing knowledge
knowledge about Artists of how 2 Artists picture sound knowledge about Artists how Artists use colour marks how Artists vary the use of of how Artists are inspired
and their use of colour. through the use of shape and and how their use of Tone. and line to create images. colour and marks on flat by insects within the natural
Focus on Vocabulary, colour and space. Focus on Vocabulary, Focus on Vocabulary, review surfaces to create depth. world to create their own
description, comparison Focus on Vocabulary, description, comparison and refine colour mixing. Use Focus on Vocabulary, 3D sculptures.
and analysis. listening, linking and and analysis. of line, continuous line and description, comparison and Focus on Vocabulary,
connecting sound to colour marks to create images. analysis. quality of line, flow of description, comparison and
and shape. line and repetition of line. analysis.
OUTCOMES OUTCOMES OUTCOMES OUTCOMES OUTCOMES OUTCOMES
Vocabulary list. Extended vocabulary list. Copy of sections of Artists Copy of sections of Artists Copy sections of Artists works Copy sections of Artists
Written analysis about 2 Artist fact sheet. work. work. comparing their brush skills. work.
or 3 Artists use of colour. Copy od Artists work with Artist fact sheet. Artists fact sheet. Artist fact sheet Artist fact file.
Description relevant to description. Refinement of colour mixing. Application of brush marks and
colours and feelings and effects.
mood.
AO2 Experimentation of AO2 Experimentation of AO2 Experimentation of AO2 Experimentation of AO2 Experimentation of wet AO2 Experimentation of 3D
materials materials Experimental materials and marks. materials marks colour mixing and dry materials to create materials.
Focus on. drawings, marks Focus on and print-making. depth and light in paintings. Focus on
Application of water and shapes using colour to Learning to use and Focus on Focus on Learning to cut, bend, fold
colour coloured pencil, translate sound. control chalk, charcoal, Control of the pencil, how to Learning to use tints tones and twist crease and connect
coloured inks/pens, water Focus on pen and ink. look at the object not the hues of colour to create areas wire and metal papers.
dyes, printing inks, Control of colour mixing. OUTCOMES paper when drawing from of light and dark. OUTCOMES
coloured papers. Control of the application of Chalk gradient sheet, observation. Experimentation Applying your learning about A series of experimental
OUTCOMES colour to paper. charcoal gradient sheet. with marks to create texture. brush marks to create areas of shapes based on insect
Colours wheels. Small Linking sound to colour mood Mark making examples OUTCOMES. interest in your painting. wings bodies.
sections of Artists work and shape. using pen and ink, fine- Drawings and marks creating OUTCOMES.
carefully copied. OUTCOMES liner emphasising how texture. Photographs of your
Elongated sound picture after tone is created. Poly board print. environment.
listening to music and using Paintings of sections of your
colour and shapes. photographs experimenting
with different brush marks and
colours.
Year 7 Curriculum Map
How can I be a scholar in Art
AO3 Recording still life AO3 Recording sounds AO3 Recording natural AO3 Recording natural and AO3 Recording from own AO3 Recording insect
objects using colour. through mark-making, and man-made objects. man-made objects. photography. shapes and forms.
Focus on creating shapes and spaces Focus on Focus on Focus on Focus on
Observation and recording that connect to the flow of Looking for direction of Selecting interesting sections Control of colour mixing and Collecting photographs and
of seen objects using the music. light, reflection in objects, of a still-life and using only a mark making with the brush. images of insects.
photography and coloured Focus on. Listening, control of chalk and continuous line drawing what Complimentary colours and Using line and mark-making
materials. imagining, reacting. charcoal, pen and ink. you see. hues. to draw the main features.
Create 3D forms using
OUTCOMES OUTCOMES OUTCOMES. OUTCOMES. OUTCOMES materials of choice.
Colour wheel Cut paper collage Chalk drawing, A series of continuous line A painting based on students OUTCOMES.
Colour mixing Elongated image using Charcoal drawing drawings based on own photographs in the style of Wire sculpture.
experimentation. patterns of marks and shapes. Pen and ink study of observation. the Artist. Wire paper and card
Colour still-life image. natural forms. A collage of overlapping construction.
Still life drawing shapes and linear images.
Year 7 Drama Curriculum map
(These topics will be taught in an order that may differ).
How I can be a scholar in DRAMA
Twist in the Tale Mask and Physical Theatre Treasure Island Crime and Punishment Improvisation Greek Theatre
Understand the To understand the mask rules Use and interpret a playscript - Crime and Punishment To explore and understand the To understand the role of the chorus and
importance of Treasure Island by Bryony Lavery To explore the ripple effects of a conventions of improvisation a narrator.
communication, To use a mask effectively when re-telling of a based on the novel by Robert Louis crime. using different stimuli.
co-operation and story Stevenson To develop understanding of police To explore Greek Theatre Techniques.
concentration. procedure. To understand the skills
Interpreting a fairy tale. To use body language, convincing Develop mime skills in order to To explore consequences to actions needed to create successful
Learning the definitions of characterisation and use of space. communicate meaning to an and peer pressure. improvisation. To use voice and movement as part of a
drama techniques. audience To interpret a range of stimuli. Greek Chorus
How to use drama To perform a tale in a mask to an audience. To use more complex and multiple Consolidate mime and
techniques to structure Perform a section of script having drama techniques to stage a new movement skills.
work. To consider creating body props and rehearsed and learnt lines. scene each week such as
Build confidence in effective transitions. Hot seating, flashback, split scene. Further exploration of use of
performance. Evaluate work in progress in order to Explore using persuasive language. voice.
Have awareness of the develop their piece.
audience, using end on Reading a script with expression. Explore creation of mood and
staging. Understanding how to use space atmosphere.
effectively.
Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular: Watch Super Curricular:
Read Hansel and Gretel Watch masks performances on YouTube such Read any play of interest– explore Observe someone of a different age. improvisation videos on Explore further Greek myths and legends.
Find different visual as dialogue and stage directions. This is to aid your characterisation YouTube such as Improv 4 Kids BBC Bitesize clip Greek (Don’t be put off
interpretations of Hansel Neutral Mask Demonstration The Terrible Fate of Humpty specifically for the adults and – Comedy Kids that it is designed for KS2).
and Gretel. Annotate the Dumpty by David Calcutt. teenagers you might be playing.
visual images with points Stone Cold by Robert Swindells Observe their mannerisms, gestures, Short description of Greek Theatre
of interest and contrast. adapted by Joe Standerline posture and use of voice. This is to
Facts about Greek Theatre
Compare differences in War Horse by Nick Stafford help with your characterisation in
the interpretation. Grimm Tales by Carol-Ann Duffy your practical assessment. Longer more detailed definition of Greek
Beast and Beauties: Eight Tales from Theatre
Europe by Carol-Ann Duffy and Melly
Still. Another detailed look at Greek Theatre
To develop your vocal expression
listen to a radio play to understand Horrible Histories- Groovy Greeks
vocal expression. We are Greek Song Horrible Histories
Practice your mime skills
Spartan School Musical Horrible
Histories
How can I revise for assessments?
Rehearsals outside of lessons will help you feel assured in practical assessments.
When learning lines you can practise with a friend or relative. You could record yourself on a phone and listen to your lines. You can then record your cues and speak your lines in the gaps. You can look, cover,
recite and check.
ALWAYS TAKE A PICTURE ON YOUR PHONE OF YOUR SCRIPT JUST IN CASE YOU LOSE IT.
Make flash cards and/or mind maps of the techniques and definitions and use Quizlet to test yourself at intervals.Year 7 Curriculum Map
How I can be a scholar in ENGLISH
Skills and Knowledge
Topic 1: ‘The Odyssey’ Topic 2: Becoming a Writer Topic 3: Non-Fiction Project Topic 4: ‘Twelfth Night’ Topic 5: Performance Poetry
•What is a myth? • What is meant by the structure • What is non-fiction? This is your exam topic. • What is performance
•What is an epic poem? of a text? • What are the 5 main non- • What are the conventions of a poetry? Why do it?
•Who are the Gods, Titans, • Can I experiment with structure fiction forms that I need to Shakespearean comedy? • How are poems crafted to
Monsters and Heroes of through flashbacks? know? How are they • What was society like in the create meaning? What
Greek Mythology? • What is ‘in medias res’ and why different? Elizabethan era in terms of social methods do poets use?
•What is allusion and how is might a writer employ this • What are the features of each class and gender roles? • How can I communicate
Greek Mythology often method? of these writing forms? • What is the plot of ‘Twelfth the meaning and emotion
alluded to in wider fiction and • What is narrative perspective? • Can I adapt my writing to suit Night’? In particular, what do I of a poem through my
non-fiction? • How do I plan for a well- different audiences and know about the character of performance of it?
•What is hubris and how does structured, cohesive and purposes? Viola? • How are rhythm, rhyme,
Homer’s epic poem explore engaging piece of creative • What makes an effective • What is dramatic irony? How is it diction, caesura and voice
the effects of hubris? writing? speaker? Can I work well in a used for comedic effect in the dynamic significant when
•How do I write a developed • Can I apply the ‘Drop, Shift, group? play? performing a poem?
analysis of the language of an Zoom In, Zoom Out’ method to • What are rhetorical features • What is a soliloquy? Why might a • What is the importance of
extract? my writing? in writing and what is their playwright choose to use a physical expression in
purpose and effect? soliloquy? performance poetry?
Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular:
• Watch ‘Crash Course History – • Enter the BBC 500 Word Story • Write a book review to • Visit www.sparknotes.com to • Ask to perform a poem in
The Odyssey’ on YouTube. competition. display in the LRC. deepen your knowledge of the assembly or to your tutor
• Create a fact-file of • Ask your teacher for short story • Write an article and get it play (focus on Viola). group (do this individually
information on the Titans and suggestions to read. published in our school • Watch at least 2 adaptations of or as a group).
Olympian Gods and • Create an informative poster magazine, ‘The Scholar’. the play or read another • Write your own poem to be
Goddesses. advising future Y7s about how • Create a fact-file explaining Shakespeare comedy. performed.
• Research ‘The Iliad’. to write using ‘Drop, Shift, the 5 non-fiction forms and • Research the role of women in • Watch performance poetry
• Read ‘Percy Jackson Zoom In, Zoom Out’. their features. Aim it at the Elizabethan era. (Google: ‘Brave New Voices
and the Lightning • Visit www.pixabay.com, select helping future Y7 students. • Create a podcast with a friend on – Youth Speaks Poetry’).
Thief’ by Rick Riordan images you find interesting and • Read a non-fiction book about Shakespeare and his life. • Find a poem you like from
or ‘Who Let The Gods plan stories inspired by them a topic that may interest you • Create a timeline of key events www.poetrybyheart.org.uk,
Out’ by Maz Evans. (use ‘Drop, Shift, Zoom In, (e.g. an autobiography, a Viola is involved in across the practise until you can recite
Zoom Out’. book about space, etc.). play. Challenge: add quotations. it off by heart!
Writing Challenges are completed once a fortnight by every Key Stage 3 student to practise extended writing and master writing for different forms.
How can I revise? Extend yourself with your HL! Use the
• www.sparknotes.com – useful for texts such as ‘The Odyssey’ and ‘Twelfth Night’ (includes summary videos). online etymology dictionary to research the
• www.quizlet.com – create revision quizzes on topics covered – test yourself, a friend, or get a family member to test you. origin of words: www.etymonline.comYear 7 Ethics & Philosophy Curriculum Map
How I can be a scholar in Ethics & Philosophy
Skills, Knowledge and Understanding
Autumn term 1 & 2: The Island The Nature of God
Key Terms – see Glossary Over the Spring & Summer terms students will be studying the main 6 world religions, in the following areas:
Basics of human survival/British Values Judaism Christianity Hinduism Buddhism Islam Sikhism
Formation of a Community, based on different Deity G-d God Brahman Karma Allah Waheguru
events that occur: Beginnings 7 Days 7 Days ‘Aum’ Gautama Muhammad (pbuh) Guru Nanak
• Birth/Marriage/Death Sacred Texts Torah Scroll Bible Vedas Qur’an Guru Granth Sahib
• Celebrations – inc. rites of passage Logo ‘Aum’
• Theft – social and religious laws Worship Puja Khalsa
• Leaving a community Other Trinity Trimurti Middle Way 5 Pillars
Super Curricular: Super Curricular:
Watch Bear Grylls on YouTube (Man versus Wild). Judaism Christianity Hinduism Buddhism Islam Sikhism
Identify skills, which apply to everyday life. Support Visit Synagogue Church Temple Temple Mosque Guardwara
further by reading his book ‘To my sons’ … a life Focus of visit: Learn about the history of the religion, sacred artefacts, layout of the building, religious symbols,
survival manual. Join Scouts, Guides, Cadets and worship taking place.
then accept the DofE challenge to further develop Read: Running on the roof of the world by Butterworth, Jess. This novel explores the life of the Dalai Lama. When
life skills. Plan and go camping. Do voluntary work the mountains roared by Butterworth, Jess. This novel is set in India so provides a cultural awareness different to
within the community. Read: Island at the end of the Western world. A seven letter word by Slater, Kim. This novel explores the world of a young Muslim girl who
everything – Kiran Millward Hargrave/ The Island by experiences racism. All three books link to and make you question the values of tolerance, respect, liberty,
Greder, Armin. democracy, rule of Law in our world.
Skills to develop in Ethics and Philosophy Revising in Ethics and Philosophy
Show a knowledge and understanding of beliefs, teachings and practices studied. Use Quizlet to revise key words and definitions (see link on topic glossaries).
Selects sources to support ideas (recall of prior learning – super curricular). Make cue cards using your topic glossaries: see Leither Learning System on YouTube.
Demonstrate knowledge from different philosophical and ethical argument See: Year 7: revising for the Ethics and Philosophy exam sheet on Learning Zone.
related to area of study. Reflect and act upon feedback given.
Analyse, evaluate and discuss issues raised around the area of study. Use super curricula ideas above to support and develop your learning.
Reflection upon different beliefs, teachings and practices.
Assessment in Ethics and Philosophy?Year 7 Ethics & Philosophy Curriculum Map
How I can be a scholar in Ethics & Philosophy
Use key words effectively both in your written and spoken work (refer to
individual glossaries). In this subject, you will have 3 formal assessments, one on the Island and two on
Structured written work, which demonstrates SPaG and the use of connectives to the nature of God. Near the end of the academic year you will have a 7 exam
link up ideas. covering all topics studied.
Write in PEAL paragraphs (Point Evidence Analyse Link).
You will be assessed on the recall and use of key words and their definitions, the
Follow school presentation policy.
skill of writing PEAL paragraphs and SPaG.
Response to feedback given.
Note taking, Literacy, OrganisationYear 7 Curriculum Map. How I can be a scholar in FRENCH
Term 1a: Term 1b: Term 2a: Term 2b: Term 3a: Term 3b:
Content: Content: Content: Content: Content: Content:
*Classroom language – *Describe the personality of *Opinions on school subjects *What you (and others) do *What kind of food you like *Cultural understanding of
instructions and student other people and give reasons why at school in lessons, at break to eat / drink francophone countries –
questions *Opinions on family / pets *What you like to do in your time, with your friends, at *Opinions on foods Senegal
*Numbers, days of the week, and give reasons why free time the weekend *What you normally *Watch a Senegalese folk
months *Give opinions on free time *What the different personal eat/drink at different meals story
*Who you are, where you are Grammar: activities pronouns mean and how *Order an ice-cream *Say what you like about the
from *il est / elle est *What activity you are going conjugation of verbs works film/the characters etc
*possessive adjectives to do next weekend *Tell the story of the film
*What you are a fan of (or
(mon/ma/mes and *What there is in your town Grammar: using the present tense
not)
ton/ta/tes) *What you can do in the *partitive articles *Describe stills from the film
*What you have (in your places in your town Grammar: *je voudrais
pencil case, at home, your *ils / elles sont
*c’est + masculine adjective *-er verb conjugation in the Grammar:
family, your pets and their Grammar: present tense *j’aime le/la/les
colours) *intensifiers
*definite articles *the big 4 irregular verbs in *il y a
*Idiomatic expressions using *opinion + infinitive (2nd verb the present tense (avoir, *re-visit present tense
‘I have’ infinitive rule) être, aller, faire)
Grammar: *jouer au/à la/aux
*il faut + infinitive *faire du/de la/de l’
*(est-ce que) je peux +
infinitive *je vais + infinitive (the near
*je suis + adjectives future tense)
*negative formation *il y a and il n’y a pas de
*adjectival agreement *où je peux + infinitive
*j’ai / je n’ai pas de
*indefinite articles
*plural nouns
*adjective placement
Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular:
On Youtube, watch some of Research Henri Rousseau. Research on Ringwood On YouTube search: Search ‘The French eating Research French-speaking
Alain le Lait very catchy video Choose one of his paintings French twinned town ‘activités quotidiennes du habits the world should countries (eg: Canada or
songs to go over some basics: with an animal – describe https://www.ville-pont- petit Éric’ and try to work learn from’ – click on the in Africa) and find out
colours, numbers etc) what you see. audemer.fr/ out what all of the activites first link and learn about what languages are
On YouTube search or on the city of Nantes he mentions are – try to how French people eat.
https://www.youtube.com/channel/UCqWPNOV- spoken there and any
‘Anatole collège’ and watch https://www.nantes.fr write them in French. Search French meals,
lNbeZQ74hbaCONA
this presentation of a Describe what there is there https://www.youtube.com/watch?v=TCJ recipes,
interesting aspects of
French school – what can for tourists and what you
Ho56nC6E
restaurants and what their culture.
Go onto:
you understand? can do there. www.languagesonline.org.uk time French people have
https://www.youtube.com/watch? their meals.
v=TSRS9q75esE and practise your grammar
How can I revise in this subject?Year 7 Curriculum Map. How I can be a scholar in FRENCH 1. Use www.memrise.com to learn course vocabulary (all students will be allocated a group and should have their username and password written in diary) 2. Google or search on YouTube any of the terms mentioned under grammar to find out more information – we recommend you visit this website https://agreenmouse.com/french-for-children/
Year 7 Curriculum Map - How I can be a scholar in GEOGRAPHY
Skills, Knowledge and Understanding
Term 1: Brilliant Britain Term 2: Local Places Term 4: Settlement Term 3: Raging Rivers Term 5: Flooding Term 6: Enquiry skills
Knowledge: Knowledge: Knowledge: Knowledge: Knowledge: Knowledge:
What is Geography? The geography of Ringwood. Site and situation of Characteristics of the drainage The water cycle How Geographers undertake an
Continents and Oceans How Ringwood has changed settlements basin Physical causes of flooding enquiry
Physical and Human features of over time. Functions of settlements Landforms of a river Human causes of flooding Processes and concepts:
Great Britain, the British Isles Processes and concepts: Settlement hierarchy Processes and concepts: Effects and responses to Infiltration rates for different
and the United Kingdom Historical links between places Land use in urban areas Erosion flooding surfaces
Who are the British? Skills: Processes and concepts: Transportation Processes and concepts: Skills:
Processes and concepts: 4 and 6 figure grid references Urban models Deposition Flow of water through the water Enquiry skills including– aim,
Understanding the different Map Symbols Skills: Formation of landforms cycle method, data collection, display,
disciplines within Geography Drawing and annotating field Photograph annotation Skills Skills: analysis, conclusion, evaluation.
Migration sketches Identifying urban areas on OS Identifying river landforms from Describing and understanding GIS skills
Stereotyping Decision making maps an OS map hydrographs
Skills:
Scale. Compass directions
Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular:
Using an atlas of the UK: record Look at Ordnance Surveys Go and look at your local Investigate some of the world’s Watch out for flood events on Investigate different methods of
journeys that you make with education website - Map settlement (town or village). highest waterfalls. Show the news and see if you can work displaying data. Can you use
family or friends. Document Zone. Find a map of the local Can you identify any changes location, photos, key facts. How out the causes. Categorise them methods used in other
roads, towns/cities, counties, area. Is our study area close to that have happened in the can these waterfalls be of benefit as human or physical causes. curriculum areas, eg Science,
etc. Can you work out how far where you live? Visit part(s) of centre of the settlement? What to a country? Provide an annotated map to Maths?
you have travelled? Record your the old railway line and create have been the key changes and Similarly, choose one of the show where in the world the Plan your own investigation to
journeys on an outline map of field sketches, linking them to investigate the reasons for longest rivers in the world. How floods have occurred. record the variations in
the UK. your local map extract from these changes. You could ask can rivers be of benefit to a Create a mind map to show the temperature around your
Cities in the news: follow Mapzone. local shopkeepers, family country and its people? social, economic and outside space at home. What
national news closely for a week. members. environmental effects of the factors could influence
Locate cities that appear in the What are the key issues in your floods. temperature?
news, annotating a map with a settlement that local people What problems might you have
summary of the news story. are concerned about? in undertaking your
Document some points of view investigation?
from local people.
How can I revise in this subject?
Throughout the year you will be introduced to different revision methods including cue cards and knowledge organisers. Try a variety of methods and see which suit you best. You will also use Doddle Learn in
Geography for home learning. This has lots of revision presentations and quizzes so you can test yourself and receive instant feedback. Simply search on the website using the key terms or skills that you would
like to test yourself on. Your teachers will also allocate specific tasks for you to complete.
Here are just a few ideas for revising specific parts of your geographical studies:
• For key terms and definitions, make a set of heads and tails cards and practise alone. You could also get others to test you.
• For revising processes: there are often several different types of processes e.g. for erosion. Draw annotated diagrams on revision card for each type of process.
• For revising the formation of features: take a geographical feature, such as a waterfall. Split the development of it into its component parts. Step 1, step 2, step 3 etc. Cut up each step. Put them back
into the correct order. Highlight the key term.
• For revising case studies: draw a mind-map to include all the different aspects and categories involved in your case study.
• For revising an issue-based topic: use a table to capture argument for and against the issue.
• For revising map skills: Doddle Learn has a variety of activities to help you to test yourself in every area of map skills.Year 7 Curriculum Map
How I can be a scholar in HISTORY
Skills and Knowledge
Half-term 1: Half-term 2: Half-term 3: Half-term 4: Half-term 5: Half-term 6:
How do we learn about Who had the power in How did the changing How did power change under How did power change under Who had the power?
the past? Medieval times? events change power in the Tudors? the Stuarts? Skills: PEE paragraph
How did William the Skills: PEE paragraph England? Skills: PEE paragraph Skills: PEE paragraph explanations.
Conqueror take control of explanations. Skills: PEE paragraph explanations. explanations. Knowledge:
England? Knowledge: explanations. Knowledge: Knowledge: • Why did England
Skills: PEE paragraph • What was the Knowledge: • What is the difference • Why did people want restore the
explanations. power of the • What were the between Catholics and to blow up monarchy?
Knowledge: Medieval Church? causes, events and Protestants? Parliament? • How did London
• When were the • Why was Thomas consequences of • Why did Henry want to • What caused the survive plague and
dirtiest towns in Becket murdered? the Black Death? change the Church? English Civil war? fire?
history? • How important was • Why did the • Why did people think • Who was most likely • Did a warming pan
• Who were the the Magna Carta? Peasants revolt? women couldn’t rule? to win the Civil War/ bring about James’
contenders to the • How ‘bloody’ was • What happened in downfall?
throne in 1066? Bloody Mary? the Civil War? • When did the
• Why did William • Why was Charles people grasp
• What problems did
win the Battle of Elizabeth face? executed? power?
Hastings? • Was Cromwell a hero
• Was Elizabeth right to
• How did William execute Mary, Queen or a villain?
keep control of of Scots?
England?
• Why was the Spanish
Armada defeated?
Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular:
Visit Carisbrooke Castle Visit Salisbury Cathedral Watch an episode of Read the BBC History Magazine Visit Carisbrooke Castle and Watch an episode of
and make a note of the and create a fact file about Horrible Histories and fact to find out more about the find out about when Charles I Horrible Histories and fact
defensive features, the Magna Carta. check it for accuracy. Tudors. lived there. check it for accuracy.
explaining what they Visit Old Sarum and identify
would have been used for. the key features of a
medieval town.
How can I revise for assessments?
Create a mind map, using different colours to represent Point, Evidence and Explanation. Turn your revision notes into a song, Horrible Histories style (like we did in class). Play bingo using
the key words. Make cue cards about the key events. Create a timeline of the topics learnt.Year 7 Curriculum Map
How I can be a scholar in IT and COMPUTING
Skills Knowledge and Understanding
Units 1 & 2 Key Questions Units 3 & 4: Key Questions Units 5 & 6: Key Questions
Topics 1. Can you choose an Topics 1. Can you define the terms; Topics 1. Can you independently
Digital Literacy –Basic IT appropriate software for a Digital Literacy - Input, process, output? Digital Literacy- create a spreadsheet with
skills & E-safety given task? Computer Basics- what is 2. How does visual Spreadsheets fully working formulas and
Computational thinking 2. Do you know how to it and how does it work? programming differ from Computational thinking functions from data?
professionally present your textual programming? 2. Can you create appropriate
Website development Computational thinking- – Micro:bit
work? 3. In coding what is a variable? charts to visually represent
3. How do you stay safe
Visual programming 4. Can you describe Moore’s
programming the data?
Key concepts & Skills online? Key concepts & Skills Law and comment on its Key concepts & Skills 3. Can you print your
Debugging your code. 4. Where can you find help Knowledge of computer validity today? Modelling. spreadsheet scaled
Resilience. and advice on e-safety? components. 5. Can you discuss some Collecting and presenting appropriately with
Perseverance. 5. Where can you report e- Understand computers use historical facts about the data. appropriate
Select appropriate software safety concerns? binary. history of electronic Using formula and headers/footers?
for a given task. 6. What is HTML? Developing block code. computers? function for efficiency. 4. Can you independently
Present work professionally. 7. What is an algorithm? Debugging your code. 6. Can you discuss why Developing coding develop and debug a
Name and save files in 8. Describe decomposition. Resilience. computers only understand experience in a hands-on program for a given
appropriate folder structure. 9. Can you create a flow chart Perseverance. binary? environment. problem?
Understand sequence, for a given algorithm? Problem solving. 7. Can you convert denary Debugging. 5. Can you devise your own
selection and iteration. 10. Why should you debug as numbers up to 15 into Resilience. program, utilising built in
Know what an algorithm is you develop a program? binary? Perseverance. elements of the Micro:bit?
and ways they can be 11. In a given system can
communicated. you identify an input,
process and output?
Super-Curricular: Key Words Super-Curricular: Key Words Super-Curricular: Key Words
Research famous computer Visit Bletchley Park to find out Buy a Micro:bit to further
scientists, such as Alan Turing Algorithm about Colossus. Write an email Algorithm develop your skills. Worksheet
and Ada Lovelace to extend your Decomposition to your teacher telling them Decomposition Read a computing related Cell
historical understanding of Selection what you have learnt. Selection book to further develop your Cell reference
Iteration Iteration Formula
computing. Research and evaluate the computational mind;
Watch Hidden Figures or The Sequence effectiveness of technologies Sequence Computational Fairytales Function
Flowcharts Variable MIN/MAX/ AVERAGE
Imitation Game (12A - ask a invented and the impact they 978-1477550298
parent) and write a review on Digital footprint have had on everyday life i.e. Binary Black Flag – a coding club COUNTIF
Hyper Text Markup Language Bit Chart
how these people impacted the driverless cars. mission 978-1107671409
computing world. Etiquette Download Scratch to further Denary Visit Winchester Science Accelerometer
Folder structure develop your skills by writing Hardware Centre to broaden your Sensor
Header/Footer your own programs. Software understanding of STEM. LED
Image Peripheral
HyperlinkYear 7 Curriculum Map
How I can be a scholar in IT and COMPUTING
How can I revise in this subject?
Practise the skills you have learnt and develop them further independently.
Quizlet or paper based flash cards- Create flash cards with key words and definitions/images on the back – practise them until you know them all.
Mind maps of information you have learnt – build in key terminology and images to help you remember facts and information
Use BBC Bitesize KS3 Computing pages to review what you have learnt.Year 7 Curriculum Map
How I can be a scholar in MATHEMATICS
Skills Knowledge and Understanding
Autumn Half Term 1: Autumn Half Term 2: Spring Half Term 1: Spring Half Term 2: Summer Half Term 1: Summer Half Term 2:
Times tables up to 12x12 Recognise and extend number Draw, estimate and measure angles Use a ruler, protractor and compass Use function machine Simplifying fractions
Addition, subtraction, sequences including acute, obtuse and reflex to construct Solve linear equation Working with fractions including in
multiplication and division of Generate sequences using term to Know and use different angle facts - Triangles - One step a practical context and with mixed
whole numbers and negatives term and position to term rules to solve problems - Nets of 3D shapes - Two step numbers and improper fractions
including worded problems Find term to term and nth term Know and use parallel line angle - Angle bisector - With brackets Converting between fractions
Using a calculator correctly rules, including in practical context facts to solve multistep problems - Perpendicular bisector - Unknown on both sides decimals and percentages
Calculate area and perimeter of Draw/interpret Solve word problems involving time Recognise and use fractions including Forming and solving equations in a Find percentages of an amount,
(including in worded problems) - Frequency tables Read and interpret scales in a range equivalent fractions or parts of problem solving context with and without a calculator in
- Rectangle - Bar charts of contexts shapes Identify lines of symmetry and order of practical context
- Compound shapes - Line graphs Know suitable units for a variety of Calculate fractions of an amount rotational symmetry Writing one number as a
- Triangle - Pie Charts different measurements Change improper fractions to mixed Transformations of a 2D shape percentage of another number
- Parallelogram - Stem and leaf diagrams Converting metric units numbers - Reflection Percentage increase/decrease
- Trapezium Calculate mean, mode, median and BIDMAS Work with proportion problems and - Rotation including finding the percentage
Calculate the area and range from Use a given calculation to work out know the relationship with ratio - Translation change and reverse percentages
circumference of circles including - A small set of data the answer to similar calculations Writing and simplifying ratio - Combination of the above Know, recall and use facts about
parts of circles and arcs and - Simple frequency tables Use letter symbols to represent Sharing in a given ratio including Read and plot coordinates in all four triangles and quadrilaterals.
sectors - Grouped frequency unknown numbers different ratio problems quadrants Plans and elevations of 3D shapes
Volume and surface area of tables Simplifying algebraic expressions Solve problems involving direct and Plot and recognise horizontal and Solving geometrical problems using
cuboids Comparing two sets of data Expanding brackets inverse proportion, including recipes vertical lines all facts about 2D/3D shapes
Calculations with money, to Know and use divisibility tests - Single Know and use vocabulary of Drawing linear graphs from an equation Enlargement including positive,
include worded problems, Recognise and use - Negative probability with the probability scale using a table of values, including those fractional and negative scale
converting between pounds and - Square numbers - Two single and then Find basic probabilities arising from real life situations factors
pence - Cube numbers simplifying Know and use the fact that all Recognise y=mx+c and find gradients Create a survey to collect data that
Addition, subtraction, - Prime numbers - Double probabilities adds to 1 and intercepts can be analysed and a conclusion
multiplication and division with - Square roots Substituting positive and negative Methods to find probabilities with Plot non-linear graphs from an equation drawn. Use this data to develop the
decimals - Factors and Multiples integers in formulae in a range of more than one event understanding of the appropriate
Rounding to different degrees of HCF/LCM including problem solving contexts Apply probability to experiments graphs to use.
accuracy and estimating Product of Prime Factors Introduction of index notation Draw and use Sample Space and Venn Understand different sampling
Diagrams methods and how to minimise bias
in surveys
Super Curricular Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular:
Extend your understanding of Extend your understanding of Visit www.scaleofuniverse.com to Plan a visit to one of the following Research famous historians in Maths, Extend your understanding of
different number systems by sequences by researching: explore different scales and places for hands-on experience of for example: fractions by researching Egyptian
researching: • Fibonacci Sequence measurements throughout the maths in the real world: • Euclid’s impact on geometry Fractions
• The history of pi • Curve Stitching universe • Winchester Science Centre • Descartes’ invention of
• Binary Numbers Research the Goldbach conjecture Improve your speed of arithmetic • Bank of England Museum coordinates
• Modulo Maths to deepen your understanding of skills by attempting the “Numbers • Science Museum, London • Pascal’s invention of the
• Greek Letters in Maths prime numbers Round” on Countdown • Bletchley Park calculator
• “The Story of Zero” • National Space Centre Try to link your research to some of the
Write a report or carry out further topics you have learnt in Year 7 to help
research on something you found improve your understanding.
particularly interesting.
How to revise Mathematics
• Use your skills book to learn key mathematical facts and formulae
• Revisit past home learning sheets and repeat the questions, particularly those you found more challenging
• Practice as much as possible; visit these websites to find additional resources:www.corbettmaths.com, www.khanacademy.org, www.nrich.maths.org, BBC Bitesize Key Stage 3 Maths
• Watch maths videos to support your understanding of a topic: www.youtube.com/hegartymaths, www.youtube.com/mrpauffleyYear 7 Curriculum Map - How I can be a scholar in MUSIC
Skills and Knowledge
Instruments of the Music Technology Keyboard and West African Drumming The Voice Gamelan Music
Orchestra Ensemble skills
You will learn: You will learn: You will learn: You will learn: You will learn: You will learn:
• about instruments in • how to use the • to play a well-known • about music from a • correct singing technique • about music from
each section of the computer program piece of orchestral different culture • extended vocal techniques Indonesia
orchestra Ignite music • to play a variety of • to experiment with vocal • to use Ignite to
• instrumental • about different • to sequence a variety of different African drums techniques sequence in a typical
techniques instrument and layers into Ignite • a set piece which you will • a variety of songs Gamelan performance
• about key composers synthesised sounds • to understand how perform • to perform a C20th piece of • to understand the
• some basic music • about texture and different layers of music • rehearsing techniques music importance of music in a
notation structure have different roles • African music vocabulary • to beat-box different culture
• to listen critically to • sequencing within a piece of music • to compose your own • to create music for an • to improvise in a stylish
music • recording • keyboard skills group piece advert way
• to describe a piece of • music technology effects • keyboard technique • how to improvise • ensemble skills
music using the • how to manipulate • basic music notation • how to perform as an • to correctly use tuned
elements of music sounds ensemble percussion instruments
• to contextualise • how to develop motifs • about different rhythms
different composers • about rhythm and
into music history timing
Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular:
Watch a performance on Use your own time to create Look up www.musictheory.net Use YouTube to listen to African Watch a variety of car adverts (e.g. Watch Gamelan music on
IPlayer, e.g. ‘The Proms’ your own music compositions – to improve your understanding drumming pieces Honda) and analyse how or why YouTube
Research a composer (e.g use the facilities in the music of notation Look up www.musictheory.net to music has been used. How effective Research gamelan music and
Beethoven or Britten) and department or investigate learn and further your do you think it is? Indonesian culture
listen to their work music making apps on your understanding of rhythms Listen to your favourite singers – Research instruments that
When live performances phone or tablet do they show good singing make up a gamelan
return, watch a live technique?
orchestral concert, e.g. the Listen to a variety of singing styles
BSO at Poole Lighthouse, on YouTube
where they run a ‘Kids for a
Quid’ scheme.
How can I revise in this subject?
You will be given a log on to ‘Focus on Sound’ in Year 7. This resources has hours of information, lessons, tests and listening on a variety of topics. It covers information for key stage 3, GCSE
and A level. It is a fantastic resource. You will be directed to relevant sections during Year 7, but feel free to explore and deepen your musical understanding by yourself.
has lessons on the elements of music and lots of information on the instruments of the orchestra.
Listen to your favourite music – try to describe and explain what is happening.Year 7 Curriculum map – How I can be a scholar in PHYSICAL EDUCATION
STRAND Skills Knowledge and Understanding
Term 1: Term 2: Term 3: Term 4: Term 5: Term 6:
Theory Major Muscles: Major Muscles: Major Muscles: Major Muscles: Major Muscles: Major Muscles:
Content Quadriceps and Biceps and Triceps Abdominals and Pectoral & Trapezius Latissimus Dorsi & Gastrocnemius &
Hamstrings (location and how to Glutes (location and how to Deltoid Tibialis Anterior
(location and how to stretch them) (location and how to stretch them) (location and how to (location and how to
stretch them) stretch them) stretch them) stretch them)
Health & Understand how to In each activity block (e.g. Gymnastics, Swimming etc) understand how to assess and minimise the risks associated
Safety prepare for exercise with the activity taking place and the learning area you are in (ie. swimming pool, gym, sports hall, astro, field,
(ie. correct PE kit for courts)
lessons, water
bottle, medication, To understand how and why we warm up specific to activity
remove jewellery,
hair)
Leadership To be able to warm up with a partner safely and effectively To be able to lead a small group warm-up
specific to the activity
To lead part of a warm up (ie. the stretches) specific to the activity
Officiating To learn to uphold and demonstrate the core values of sport (TREDS – Teamwork, Respect, Take on the role of Officiate a small
Enjoyment, Discipline, Sportsmanship) an official as part of sided/
team/group game/conditioned
practise
Evaluating & To be able to identify ‘what went well’ (WWW) and ‘even better if’ To be able to take on a coaching role and suggest how to improve a
Improving (EBI) in a peer’s performance weakness using technical language
Performance
Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular:
Join an extra- Research examples Keep an activity diary Watch a sporting Watch a Complete the skills
curricular club in or of TREDS by for two weeks and event e.g. World Cup match/game/event analysis worksheet
out of school and professional share this with your and identify the risks and focus on the (available on
show resilience by athletes e.g. PE teacher. With their and hazards involved. official e.g. in a world Learning Zone) Set a
Cup. What are their
attending regularly Brownlee brothers help, set yourself a How would you personal PE target
responsibilities? What
showing goal. minimise them? for Yr8.
qualities do they need?
Sportsmanship What challenges do
they face?Year 7 Curriculum map
How I can be a scholar in SCIENCE
Rotation 1 (September to December) Rotation 2 (December to March) Rotation 3 (March to July)
Antarctic Expedition Circus Olympics Treasure Island Mars Allotment
(Particles and Energy in (Forces and Motion) (Cells and Respiration, (Pure and impure (Atoms, elements and (Plants, relationships
Matter) Motion and Pressure) substances, Nutrition) compounds, the periodic within and ecosystem,
table, space physics) acids and alkalis)
• Particles • Forces • Cells • Pure and Impure • Atoms, elements and • Plants
Solids, liquids and gases. The unit of force Microscopes. Substances compounds and the Plant cells
The particle model. Identify forces Animal cells. The terms “pure” and periodic table Photosynthesis
Changes of state. Draw force diagrams Specialised cells. “mixture”. Metals and non-metals. Plant reproduction.
Cooling curves. Hooke’s law • Cells and Respiration Filtration. Atoms and elements. • Relationships within
Gas pressure. Moments Diffusion – movement of Dissolving and solutions. Testing for oxygen and an ecosystem
Diffusion. • Forces and Motion substances into and out Distillation. hydrogen. Food chains and webs.
• Energy in Matter. Describe the effects of of cells. Chromatography. History of the periodic table. Interdependence.
Energy and forces on motion Aerobic respiration. • Nutrition Making a compound. Bio-accumulation within
temperature. Calculate resultant force. Anaerobic respiration. Energy balance. Symbol formulae for the food chain.
Energy transfer by • Investigative skills • Motion and Pressure Balanced diet. different compounds. • Acids and alkalis
conduction, convection Plan and carry out a fair Pressure. Nutrient deficiencies – • Space physics The pH scale.
and radiation. test investigation using Calculating speed. scurvy. The solar system. Neutralisation.
• Investigative skills. the terms, independent, Distance-Time graphs. • Investigative skills Mass and weight. • Investigative skills
Plan and carry out a fair dependent and control Planning and writing ownOur place in the universe Risk assessment.
test investigation using variable. • Investigative skills method. Day and night Evaluation of a method
the terms, independent, Plot experimental data on Convert units, appreciate Evaluation of a method The seasons identifying sources of
dependent and control a graph. size and scale. identifying sources of • Investigative skills error.
variable. Interpret observations Plot experimental data on error. Development of scientific Evaluation of data
Plot experimental data and data to draw a graph. Evaluation of data ideas over time. including the terms
on a graph. conclusions. including the terms Interpret observations and repeatable and
Identify relationships accurate and precise. data to draw conclusions reproducible.
between variables.
Super Curricular: Lots of articles, books and example of things to do will be appearing on the learning zone. To get you started here are some ideas…
Look at the Bournemouth natural science society website – they have a programme of science and history events for young people up to the age of 12. Attend an event and
write a short report on what you learnt.
Google the “James Dyson Foundation Challenge Cards”. Try out some of the challenges – bring in a photo of your successes. Can you explain how it worked?
Watch the Bournemouth Airshow or visit the Bournemouth Aviation Museum near Bournemouth airport. When you get home, research fast jets. How does a jet engine
work? Why do the pilots not pass out when carrying out manoeuvres?Year 7 Curriculum map
How I can be a scholar in SCIENCE
How can I revise in this subject? You will borrow a CGP revision guide from the library. Before each test you will receive a revision list that will reference page numbers in
you revision guide. BBC bitesize KS3 science is also an excellent resource with information, videos and quick quizzes. It can be found at the following web address:
https://www.bbc.com/education/subjects/zng4d2pYear 7 Curriculum map: How I can be a scholar in SPANISH
I will be able to…
Term 1: Term 2: Term 3: Term 4: Term 5: Term 6:
Content: Content: Content: Content: Content: Content:
1. basic phonics in 1. Numbers 15-31 1. animals 1. Rio film 1. food and drinks using 1. different snacks and
Spanish 2. Months of the year 2. colours and 2. Describe the characters the Hungry Caterpillar food
2. basic greetings and 3. To ask and answer description of animals in the film (name, colour, story 2. opinions on food and
giving your name when your birthday is 3. opinions in Spanish: I personality) 2. Days of the week drinks
3. numbers 1-15 4. Day of the Dead like, I don’t like 3. Describe your opinion 3. Develop my memory 3. order food in a café
4. ask for age and give celebrations- Coco 4. Valentine’s Day about the characters and confidence by
own age film retelling the story
5. Christmas in Spain
Grammar: Grammar:
Grammar: 1. Understand the 1. understand word Grammar: Grammar: Grammar:
1. understand word different phonic order 1. use because (porque) 1. use of 3rd person (es, 1. use a variety of
order sounds in Spanish 2. understand adjective 2. use the 3rd person to come) opinions (me gusta,
2. use a variety of 2. use a variety of agreement describe others (se 2. understand word order no me gusta, me
questions words question words 3. use a variety of llama, es) encanta,…)
(cómo, cuántos) (tienes) opinions (me gusta, 2. learning ways of
3. use the negative no me gusta, me asking what would
structure (I have not encanta,…) you like? (¿qué
= no tengo) quieres/ te gustaría?)
Super Curricular: Super Curricular: Super curricular Super curricular Super curricular Super curricular
Research numbers 1-31 in Research the Spanish royal Research the following singers Research the Semana Santa in Research the typical food or Research the different
Spanish and find a song in family and write their on YouTube. Shakira, Luis Spain and write notes about dishes from Spain and some typical dishes in the
the internet about it and names and ages in Spanish Fonsi, Enrique Iglesias. Listen how it is celebrated in Sevilla Spanish speaking countries different Spanish speaking
to their music and say whether
learn it and Barcelona and find a recipe and prepare countries and point out if
you like it or not in Spanish.
a dish they have anything in
Compare the different artists
common
How can I revise in this subject?
1. Use www.memrise.com to learn course vocabulary
2. Search on Youtube any cartoons in Spanish- Peppa Pig, Ben and Holly (el pequeño castillo) and try to make notes of the vocab you understandYear 7&8 Super Curriculum map – How I can be a scholar in TECHNOLOGY
Skills Knowledge and Understanding
HOSPITALITY & CATERING GRAPHICS ENGINEERING RESISTANT MATERIALS TEXTILES FOOD & NUTRITION
To be able to follow a recipe in order to To be able to use equipment to develop To be able to make an Aluminium casing and To be able to produce design ideas; To be able to produce a doorstop To be able to prepare, cook and present
prepare and cook restaurant quality meals; hand drawing techniques: stand for a portable speaker using hand tools Use unfamiliar images to generate design that demonstrates an food safely and hygienically in practical
Making Skills Construction lines to help develop neat and machinery; ideas understanding of pattern and sessions;
Effective and safe use of kitchen utensils and accurate lettering, logo designs and Read and interpret engineered drawings Sketch design ideas and apply the iterative control over a variety of textile Prepare ready to cook considering personal
and equipment drawings. Mark out accurately using a pencil and ruler process techniques. hygiene and work area
Selecting and adapting dishes to increase Apply isometric and single point onto card Annotate design ideas with basic comments Identify different fabrics, their Weigh and measure both wet and dry
skills and techniques including; perspective. Mark with some accuracy using a pen and ruler to explain features to third parties and to characteristics and their
drawing techniques to produce 3D ingredients
• Hygienic, safe and correct cutting on aluminium sheet suggest improvement and adaptation advantages and disadvantages. Follow a step by step recipe or to adapt a
drawings.
techniques – bridge and claw using Use centre punch effectively to mark hole Annotate design ideas in a detailed way to recipe/use one of their own*
Use sketching as a developing tool prior to
paring knives on correct chopping position. explain features to third parties and to drive Understand about pattern and
working digitally. Use a paring knife safely using the bridge
boards Use a pillar drill safely and accurately improvement and adaptation* how shapes can be repeated,
*Typography work sheet looking and claw hold with precision and accuracy*
• Use of hand-held blenders and decorative fonts and experimenting with Remove the bur from the drill holes rotated and reflected to create
Use the gabro (metal) guillotine for cutting To be able to apply different evaluative repeating patterns. Prepare fruit and vegetables for cooking –
food processors (some) emotive words.
Cross file and draw file aluminium sheet to techniques to designing; chopping, slicing and dicing
• Clearing away effectively with *Producing a range of 3D drawings using
smooth edges Model to scale using card Be able to design patterns and Use all parts of the cooker – hob, grill and
washing and drying up hygienically both isometric and perspective
Remove the burr on edges of the aluminium Model to scale, complex designs that show apply designs to making. main oven
• Consideration for presentation, techniques.
sheet using a fine file further adaptation and modification to the Select and use equipment safely, including
decorative finish / garnish applied
To be able to use a range of different tools Use wet and dry paper for smooth finish original intentions* Understand the basic principles electrical equipment for higher level skills*
Developing Knowledge & understanding
• Hygienic storage and practices on TechSoft Design: Use folding bars and jig to fold the aluminium of colour mixing and colour e.g. food processor.
Type tool to write words sheet. To be able to make parts using tools and theory and apply this knowledge
• Equipment and utensils Use different cooking methods – dry, wet
Use basic lines and shapes. Use hacksaw to cut aluminium rod equipment; to fabric painting samples.
• The roles in the kitchen in Catering Identify and use a coping saw effectively and combination
Learn how to select to transform and edit Use a tap to create an internal thread in the rod
– kitchen brigade and chef uniform Identify appropriately shaped hand files for Prepare, shape and combine ingredients –
lines. Accurate and precise marking, cutting, drilling, Demonstrate an understanding
• Recognising how trends and their task making doughs
Do more complex tasks such as mirror, smoothing using hand tools* and level of skill using a range of
environmental factors can affect rotate and alter size. Apply the techniques of cross and draw filing To plan, prepare and cook a range of
Hospitality and Catering Accurate and precise use of pillar drill* textile techniques.
Add colour using the boundary fill tool. Apply quality control techniques to their products using a range of skills
• Common food allergens and e.g.
How to use the CAD software to operate making independently*
labelling requirements by law To be able to use soldering equipment for Polytile printing onto fabric,
CAM laser cut machine Identify and use wet and dry paper in the To be able to carry out planning, testing and
construction of a PCB portable speaker circuit. Hand embroidery,
• Types of menus, venues, and *Create a packaging net using TechSoft, correct sequence evaluating food products;
Identify and position correct components onto Hand embroidery into Polytile
settings in HC CAD and CAM Use the pedestal buffer safely Write a time plans for a given recipe,
* Create logo on TechSoft Design using
PCB print,
• Sustainable design – Reduce, Use the band facer safely including health and safety points
multiple layers and printed on the vinyl Use Soldering equipment for speaker circuit Applique,
Reuse, Recycle Drill a hole on the pillar drill safely, applying
and component assembly effectively Weaving, Plan an experiment to help understand the
• Maths – measuring and weighing / cutter correct clamping techniques
Accurate and precise use of soldering Shibori, function of ingredients
Interpreting data in a sensory Demonstrate a good / high level of
To be able to produce design ideas with equipment Fabric painting, Carry out Sensory testing of existing
analysis independence* clear application of different
annotation and evaluation: Limited prompts on safe working* Batik. products as well as their own, using sensory
skills and quality control techniques.*
Produce clear design ideas using the word descriptors
specification To be able to assemble PCB and speaker Use key terminology to evaluate Evaluate their work using key terminology.
Understand the clients unique brand and components onto to the aluminium casing your work and the process and
how to select key information from the Assemble acrylic mounts onto speaker, PCB, techniques you have used.
To be able to suggest possible
brief to inform design casing.
Use of appropriate client and theme improvements to adapt the recipes for
Care and attention to detail with final Demonstrate a good / high level
research assembly* of independence* clear future reference*
To annotate design ideas suggesting Demonstrate a good/ high level of application of different skills and
possible improvements. independence throughout practical work* quality control techniques.*
Work collaboratively to help progress and
improve design.
*Produce packaging product and logo
design to the best of their ability.
*Engage with a global brand and their
ethical mission statement.
Super Curricular Super Curricular Super Curricular Super Curricular Super Curricular Super Curricular
Practicing dishes at home. Regular drawing practice. Make an electronic device at home. Make things at home. Why not make a bird Experiment with more complex To practice recipes before lessons and
Doing background research and reading Cross-circular – apply the drawing Take a broken device that no longer works, take box, bug house or hedgehog house from scrap stitches, use you tube tutorials to modify to demonstrate creativity
into types of local Hospitality and Catering techniques in other lessons… not just art. it apart and fix it! wood? guide you. To practice using electrical equipment at
venues and settings, as well as trends. Science, maths, RM, Geography etc. Build using lego and challenge yourself to build Watch you tube videos or programs on the Combine techniques to create home to demonstrate higher level skills.
To learn food related terminology, Research and practice two-point something complex. television such as 'How it’s made' or more complex outcomes. To learn food related terminology,
suggested list provided from Food & perspective design. Spend time researching 'Scrapheap challenge' Investigate and explore other suggested list provided from Food &
Nutrition teachers the background of LUSH; brand, socials, textile techniques that you could Nutrition teachers
shop fronts/interiors and products.
use.You can also read
