Year_7_Term_2_Curriculum_Website_v2

Year 7

Curriculum Overview
Term 2

Dear Parents and Carers,

In the following booklet, you will find an overview of what your child is studying this term in College.
We’ve included key details on what they will be learning, how they will be assessed and what they might do in lessons, or outside the
classroom, to further develop their understanding. The aim for this is to make it easier for you to work with the College to support your
child in their learning.

Our overall intent for our curriculum is for it to be ambitious and knowledge-rich for all of our students and for them to become
Uckfield ACEs by the end of their journey with us:

A. Academic Achievers:
● Critical, creative, hard thinkers and learners
● Confident and knowledgeable speakers with large vocabularies (over 50,000 words) by the time they leave year 11

C. Citizens of our world with good Character :
● Social activists: engaged, responsible, knowledgeable, tolerant, outward-looking
● Ready, willing and able to make a wholly positive contribution to improving society

E. Enterprising and confident:
● Personally developed and personally knowledgeable - physically, mentally, socially and emotionally
● Able to think for themselves, be innovative, aspirational and to use their knowledge confidently

They learn this important knowledge through their subject lessons, deep learning days, assemblies, time with their form mentor, the
homework curriculum and through extra-curricular activities.

Topics: Art and Design
Knowledge:
Portraiture
Assessment: Students begin their journey into Portraiture that will cover 3 terms.
Stretch and Challenge: This term covers
Formal elements on How to draw a portrait looking at proportion and individual facial features.
LINE
They will also build on previous knowledge of ‘markmaking’ and will encorporate this into their final responses

Skill techniques and formula for drawing a portrait
Knowledge proportion scale
symmetry
How portrait drawing has changed through the ages
Building on prior knowledge
How to apply expressive line to an expressive portrait
Students will learn how expression can alter an image dramatically. They will learn techniques in mono-printing
and composition

Students will be assessed on how they apply their prior knowledge of markmaking, to an expressive portrait
We will look at their skill in drawing, how they represent a portrait, and skill in adding markmaking to a monoprint
to add expression to a piece of work

Students will be expected to work from direct observation with mirrors, rather than from photographs

Outside of the classroom students can study youtube videos and take part in online workshops looking at - howe
to draw and eye, how to draw a face etc
They could visit the National Portrait Gallery and they could watch Sky Arts Portrait Artist of the Year

Topics: Computing
Knowledge:
What is a Computer?
Assessment:
Stretch and Challenge: This unit of work asks the big question - “What is a Computer?”. We look at how computers can be described in
the more traditional sense and what the general definitions of a computer are.

During this unit of work students will have an opportunity to use the BBC MicroBit computers. This are handheld
circuit board computers that students will code and test their own algorithms for.
Some of the learning objectives for this unit are:

● Know what is meant by computer 'hardware' and ‘software’
● Clearly define what a computer is
● Understand what programming is and the purpose of programming
● Know the difference between a text based and a block based programming language
● Introduction to the Microbit and how software is used to control hardware
● Be able to create a programs for the MicroBit using wither block based or text based programming

languages.

Students develop a Google Doc log of their programming projects completed on the MicroBit, including screenshots
of the code that they have been working on.
There will also be an end of unit test to assess their knowledge from this unit.

Whilst all students are introduced to a block based programming language, there are several much more advanced
projects that students could complete using the Python programming language. These are used as extension tasks
in lessons or as extra work to complete at home.

Dance

Topics: Bootcamp
Knowledge:
This unit of work provides students with the opportunities to continue building their foundational skills in dance
Assessment: Students will:

Stretch and Challenge: - Expand their understanding of actions and motif development in relation to a theme
- Develop their physical skills in particular strength, stamina
- Develop understanding of dance in relation to a social context
- Explore how to synthesise ideas in relation to a dance theme.
- Reflect on dance skill in order to improve performance

Dance assessments are based on the three strands of Performance, Choreography and Appreciation, as well as group
skills.
Performance - Students will complete a small group performance in relation to the bootcamp theme. Students will
perform with commitment and energy.
Choreography - Students will devise choreography in small groups containing action and dynamic content which
accurately reflects the theme.
Appreciation - Students will critically reflect on their practice and the professional dance work 5 Soldiers by Rosie
Kay.

Students are encouraged to take on leadership roles in both smaller groups and in a whole class context. Physical
tasks are levelled and students are given the opportunity to explore more complex physical and technical skills.
Students are continually encouraged to self reflect and assess, in order to access higher levels of creativity and skill.

Design, Technology and Engineering

Topics: A range of projects are taught on rotation throughout the year. The curriculum is designed so that the students develop their design vocabulary,
communication of creative ideas, practical workshop skills and health safety.

Knowledge: Students are introduced to a wide range of tools, equipment and processes. We focus on the importance of Health and Safety in the workplace and
promoting independent enquiry. Students will engage in a variety of projects from all disciplines of the Design and Technology Curriculum, allowing all
learners to develop individual strengths and skills learnt at KS2 whilst broadening their subject knowledge and understanding.
Gloweee!: Pupils design and make a colour changing LED night light out of wood and plastic. They are introduced to Electronics, Plastic shaping,
forming and finishing and working with wood using the belt sander and pillar drills. Students aim to produce an accurate and well finished product
reflecting good making skills and a clear understanding of basic electronic skills.
Pewter Casting: Pupils design and make a hand crafted pewter cast keyring. They are introduced to casting as a manufacturing process, challenged
to problem solve their design ideas and the students work with molten metal to practice health and safety in the workshop. Students are also taught
to finish work accurately and reflect on good making skills.
Race for the Line: This started as a national STEM competition and because we truly value the benefits of cross curricular working with Science,
Maths, Computing and Art, we continue to run this exciting project each year and use one of the schools DLD days to race each rocket car. Students
work in teams to design and build the fastest rocket powered car, taking into consideration the design constraints. They design, make, test and
evaluate their work, collaborating and improving as they go.
The Citrus Peeler: Students explore a world of interesting and mysterious products, discovering the difference between good and bad design.
Students develop their design vocabulary and their graphic skills in order to be able to clearly communicate their design intentions. They develop an
understanding of design styles and the influence particular designers have on everyday products.

Assessment: Gloweee!: Health and safety, safe working practices in the workshop, drawing skills, manufacturing plastics, woods and electronics and quality control.
Pewter Casting: Health and safety, working with molten metal, metal finishing techniques, creating templates, testing and evaluating practical work.
Race for the Line: Health and safety, CAD skills, testing and analysing results, applying physics and maths to design challenges.
The Citrus Peeler: Communication of design ideas, use of vocabulary, drawing and modelling a final design, evaluating existing products.

Stretch and Design: Develop and communicate design ideas using annotated sketches in Orthographic and 3D styles
Challenge: Make: Students will use specialist tools, techniques, processes, equipment.
Evaluate: Evaluate and refine their ideas and products looking at quality control and areas for improvement.
Technical Knowledge: Use the properties of materials and the performance of structural elements to achieve functioning solutions

Drama

Topic: Manor House
Knowledge:
This unit introduces students into the acto of storytelling, exploring a ghost story within a performance setting.
Students will:

- Develop their understanding of physical theatre, exploring ways of communicating meaning and ideas through the
manipulation and placement of their bodies in the space.

- Develop their ability to work collaboratively within a performance group by responding to a given stimulus in order to
develop an original piece of drama, which extends the given narrative.

- Understand how sound and lighting can enhance key ideas and within a performance, using these a vehicle to embellish
their chosen story.

- Continue to develop their creativity and imagination by using key theatrical skills in order to create believable characters
onstage.

Assessment: Within this unit students are assessed on:
- Their ability to respond to a stimulus creating a fictional scene on stage. They will be assessed on how well they sustain a
character, demonstrating a wide range of theatrical skills in order to engage the audience and create a believable situation.
They will also be assessed on how well they demonstrate the method of physical theatre, creating a devised performance
over consecutive weeks.

Stretch and Students are actively encouraged to develop their leadership skills by taking on the role of a director, ensuring they are able to
Challenge: express their ideas in a coherent manner. Students are encouraged to lead feedback reflections, understanding how to offer both
praise and constructive improvements. Students are also encouraged to utilise a wide range of theatrical skills in order to develop
an original character within performance.

English Link to English website

Topics: Storytelling Across Time: Monster Poetry

Knowledge: Did the Cyclops deserve to be tricked? Was Medusa actually a victim? In this unit, we read and write poetry from
the perspective of mythological monsters! Students are introduced to key poetic devices and the dramatic
Assessment: monologue form. They are then challenge to write their own poem in which they subvert the readers expectations
Stretch and Challenge: of a character, crafting language and structure in a way that manipulates their reader’s response (for example,
creating sympathy for the character).

Threshold concepts for this unit:
● Understanding the role of poetry as a form of storytelling.
● Understanding of different forms of poetry.
● How and why to use supporting evidence.
● Understanding how language can be analysed to reveal meanings.
● Awareness of impact / interpretation and the ways language can affect readers.

Reading: students are assessed on their ability to respond to texts, use evidence to support interpretation and
analyse the writer’s methods.

In lessons, students are challenged to consider the way in which language can be used to convey different
meanings and perspectives. They are also encouraged to subvert expectations of the genre and create poetry
which gives new insight into the monsters they have read about in Greek mythology.

Outside of lessons, students should continue to challenge themselves by reading a range of myths and legends
from different cultures, considering the links between them and what they can teach us about the history,
tradition and values of the cultures they come from. Go to the ‘Fairy Tales, Fables & Folklore’ section of MyOn.

There are also some excellent lessons on this topic available on the Oak National Academy website.

Topics: Food Technology &

Food Technology and Textiles Textiles Website

We teach on rotation depending on the rooming available and the facilities available. Year 7 students spend half the year working on Food Preparation and Nutrition
and the other half of the year learning about textiles. The curriculum is designed so that projects can be taught in any order and the skills build year on year.

Knowledge: Food preparation and Nutrition: The students do two projects. Textiles. The students undertake two projects. The first is the Tote Bag Challenge. It
The first is Passport to Food Preparation where the students learn starts by describing what is meant by textiles and then gives them a chance to produce
about health and safety and food safety, which is very important to their own. This is a simple design task to create a name to sew into the workbag they will
bear in mind as they are making their food products. produce. They will decorate using tie dye and fabric pens as well as embroidery thread
The next project is Fabulous Food for Healthy Bodies. This is an and buttons. There is a large focus on workshop safety and they have to earn a Safety
extended 14 week project and students research, design and make a certificate before they can carry on.
range of healthy alternative products. The product must incorporate The second project is the Bag Tag. Students design and make a high viz tag with flashing
the main food nutrient groups and meet recommended ‘healthy LED that can be attached to a bag that can light up when it is dark The students are
eating’ dietary guidelines. introduced to soft circuits, and will use sewing machines and hand stitching to both
decorate and assemble. Students aim to produce an accurate and well finished product
reflecting good making skills.

Assessment: Students will be assessed on their safe working practices in the Throughout these projects students will be assessed on their use specialist design
kitchen and their knife skills. As they progress through the second vocabulary. Presentation of design ideas. Working safely with textiles’ equipment and
Stretch and project, they will have to demonstrate that they can apply healthy materials. Their use of quality control to troubleshoot.
Challenge: eating principles to the dishes they prepare.They will be assessed on
their time management for practicals and they will complete sensory Design: Develop and communicate design ideas using annotated sketches - Extension
evaluations of the dishes they make. tasks to add features and design second product)
Make: Students will use specialist equipment, techniques, processes, equipment. There are
Students are encouraged to cook at home ensuring that they have element that can be left of or added to fit the ability of the student.
permission to do so and that an adult is present to supervise. Evaluate: evaluate and refine their ideas and products looking at quality control and areas
for improvement.
Technical Knowledge: Use the properties of materials and the performance of structural
elements to achieve functioning solutions

Topics: Geography
Knowledge:
The Living World
Assessment:
This unit focused of the natural environment and the different biomes around the world. We will study 4 different
Stretch and Challenge: biomes: Tropical rainforests, hot and cold deserts, and ocean environments. We will study both characteristics and
distribution of these biomes. We will then go on to study the significance of these natural habitats around our
world and look at the threat human activities have on them.

Students will develop their writing skills in this unit. They will be assessed on their ability to describe and explain
the characteristics of different biomes around the world and their significance. They will also start to develop their
ability to evaluate the threat that humans have on these natural environments. This assessment focuses more on
students writing abilities and exam skills.

Throughout the unit, students will be stretched by assessing and evaluating different environment around the
world thinking not only about the negative impacts of humans activities but also the positives too. They will also be
encouraged to look at the different social, economic, environmental and political impacts on these environments.
Evidence-based activities, homework and pause lessons ensure that all students are challenged and achieve
excellent results.

This topic engages students with a wide range of current topics, e.g. climate change, deforestation, biodiversity
loss and ocean pollution. Each of the areas are vital for students to understand, to become well informed
geographers that can engage with global current events.

History

Topics: How did William I control England after 1066? How had Britain changed from Roman rule to Norman control?
Knowledge:
A study of kingship and control in early medieval England A study of the characteristics of pre-1066 Britain
Assessment:
Students study the impact of William the Conqueror’s This study helps students to bridge the gap of over 1,000 years by
victory in 1066, and the different methods he used to considering what we know about the period in Britain before the Battle of
control England after his victory. Students consider the Hastings in 1066 from a range of evidence such as Anglo-Saxon jewellery
difficulties William I faced; this helps students to examine or Viking treasure. Archaeological finds at Sutton Hoo and the
and assess the success of some of his solutions. The Staffordshire Hoard are examined as museum archaeologists reveal more
main focus of the unit helps students to assess how about women’s lives and the consequences of invasion from the Vikings.
William I used force, the Feudal System and the The unit helps to reinforce the historian skills from our Term 1 unit and
Domesday Book to control the country. prepares them for medieval life in Term 3.

Students develop their writing and sourcework skills in Students complete knowledge retrieval tests of the material studied at the
this unit investigating how William took control. The end of most lessons, revisiting prior topics and providing links to future
formal assessment asks students to consider how useful and past assessments.
sources are for an enquiry into how the Domesday Book
helped William control England effectively. There is no formal assessment to this short unit.

Stretch and Students are challenged through the use of primary Students measure change, question inferences and make deductions with
Challenge: source material, as they assess its utility. They are opportunities for students to encounter the work of museum specialists
encouraged to move beyond their prior knowledge of the from London, Leeds and evidence found from throughout the United
Battle of Hastings to consider the nature of kingship in Kingdom. Students are challenged to make links to prior learning in order
early medieval England - they are encouraged to evaluate to help them investigate, argue and judge more precisely.
William I’s reign and legacy across the unit.

Topics: Life Learning
Knowledge:
What does it mean to be part of a community?
Assessment:
Stretch and Challenge: In this unit, students will follow the award winning scheme of work from the Theatre of Learning by Sue Phillips
called The Island. This experiential scheme of work develops students spiritual and moral compass through
independent reflection as well as group discussions. Through this, students will develop team skills, leadership
skills as well as resilience.
Students will learn about rights and responsibilities as members of diverse communities, as active citizens and
participants in the local and national community

Students are assessed using the oracy framework and the teacher will create opportunities for students to develop
their confidence and oracy skills

Each lesson gives the opportunity for students to evaluate each topic. Evaluative thinking is a high-level skill.
Teacher questioning should focus on greater depth and draw on contextual considerations.

Life, Religion and Ethics

Topics: Judaism

Knowledge: In this unit, students will learn about the concepts of Knowledge:
covenant and sacrifice and the importance of them in the Links made to Term 1 religious stories of creation and
founding of the religion Judaism and how they impact Jewish the story of Noah
religious practices today. Students will learn about how Learn key religious figures in Judaism
Judaism began, key people in Judaism as well as important Religious concepts of covenants and sacrifice
religious concepts of covenants and sacrifice. Festivals of Passover and Hanukkah
Skills:
Explaining; Comparative;Evaluating

Assessment: Students will develop their writing- explaining; comparative and evaluative skills. They will continue to develop their
ability to make judgements through evaluation. Students will be assessed through formative and summative
assessments.
Students will be assessed on:
Key Vocabulary
Knowledge and Understanding of Key Beliefs
Comparative skills

Stretch and Challenge: Students will be stretched and challenged throughout this unit through the use of evidence based practices such as
guided reading; learning higher tier vocabulary and embedding them in their writing

Maths

Topics: Delta Theta Pi
Knowledge: Unit 3 - Equations, functions and Unit 3 - Expressions, functions and Unit 3 - Expressions, functions and
formulae formulae formulae
Assessment: Unit 4 - Fractions Unit 4 - Decimals and Measure Unit 4 - Graphs
Stretch and
Challenge: ● Simplifying algebraic expressions ● Functions ● Using functions
● Writing algebraic expressions ● Simplifying expressions ● Function machines
● Using formulae ● Writing expressions ● Simplify expressions
● Writing formulae ● Substituting into formulae ● Writing expressions
● Brackets and powers ● Writing formulae ● Using formulae
● Factorising expressions ● Decimals and rounding ● Writing formulae
● Working with fractions ● Length, mass and capacity ● Real-life graphs
● Adding and subtracting fractions ● Scales and coordinates ● Coordinates
● Fractions, decimals and ● Working with decimals ● Graphs of functions
● Perimeter ● Scientific graphs
percentages ● Area
● Multiplying and dividing fractions ● More units of measurement
● Working with mixed numbers

● Skills Check Assessment in the ● Skills Check Assessment in the ● Skills Check Assessment in the
penultimate week of term penultimate week of term penultimate week of term

● Unit Assessment in the last week ● Unit Assessment in the last week ● Unit Assessment in the last week
of term of term of term

● Students will be encounter a ● Students will be encounter a ● Students will be encounter a
wide range a problems in which wide range a problems in which wide range a problems in which
they can apply the skills learned. they can apply the skills learned. they can apply the skills learned.

● Use the hegarty maths search ● Use the hegarty maths search ● Use the hegarty maths search
bar to find more challenging bar to find more challenging bar to find more challenging
tasks related to current work tasks related to current work tasks related to current work

Modern Foreign Languages

Topics: French: Talking about family members and Spanish: School life, school subjects and
extended family. teachers.

Knowledge: Students are learning about family members and Students are learning about school subjects and how to
Assessment: extended family. They are going to focus on the produce negative sentences to express opinions. They
Stretch and Challenge: possessive adjective and the adjective agreement. are going to focus on the adjective and the adjective
agreement.

In this unit students are going to be assessed on their In this unit students are going to be assessed on their
writing skill. Students will need to be able to transcribe writing skill. Students will need to be able to transcribe
words they hear into target language and to write a words they hear into target language and to write a
paragraph about family members. paragraph about their school subjects, their opinions
and what they eat at lunch-time.

Students are going to learn how to produce negative Students are going to learn how to produce negative
sentences and verb endings in the present tense with sentences, use the present tense and include
-er verbs and use connectives and intensifiers to write connectives and intensifiers to write longer sentences.
longer sentences. Students are learning about a typical day at school in a
Students are learning about family in France and the Spanish school and the school subjects being taught.
role grandparents play in the family.

Music Link to Music Website

Topics: The Elements of Music

Knowledge: This unit will explore the musical elements - the building blocks of music.
Assessment: Students will:
Stretch and Challenge:
- Explore the characteristics of the elements of music and develop understanding of their use and meaning through
listening to, and analysing, pieces of music including ‘Flight of the Bumblebee’ by Rimsky-Korsakov, ‘The Elephant’
from Saint-Saens’ ‘Carnival of the Animals’ and ‘La Source’ by Armand Marsick.

- Sing to develop long term memory of the elements of music.
- Compose a musical story based on character motifs using different elements of music and making use of the

pentatonic scale.
- Perform the ‘elements song’ as a class as well as their own musical story compositions.

Music assessments are based on the four main strands of music making: Performing, Composing, Listening and Appraising
and Character.
Performing: Perform a musical story composition, based on the elements of music, confidently, fluently and accurately
using correct keyboard technique.
Composing: Compose a musical story based on character motifs that develop over time and make creative and effective
use of the elements of music.
Listening and Appraising: Recognise elements of music and be able to use them accurately to describe music, explain
composer’s intentions and link to their own compositions.
Character: Develop musical ideas and be able to offer positive and improvement feedback to others.

Students can take on a leading role within group work tasks such as the role of master drummer; play more complex
rhythms and polyrhythms; notate more complex rhythmic patterns and make use of voices or tuned percussion to add
chanting, singing and/or other melodic lines.

Topics: Physical Education

Knowledge: Year 7 Students will take part in the following activities throughout Year 7:
Assessment: Netball, Football, Hockey, Rugby, Badminton, Swimming, Gymnastics, Cricket, Stoolball, Rounders and Athletics.

Stretch and Term 2 Year 7 Girls = Hockey, Netball, Football, Badminton, Gymnastics and Swimming.
Challenge:
Term 2 Year 7 Boys = Football, Rugby, Basketball, Badminton, Gymnastics and Swimming.

Each sport has 5 skill areas.
Students are assessed and prepared for assessment lessons in these through isolated practices, conditioned
games/activities and full context games (i.e. 7 v 7, 11 v 11 etc).

Students will be assessed at the end of each block of activity. Each activity block lasts for one term, the assessment
lesson will take place in the last lesson of the term.

E.g A male student in term one may do one term of football (about 6 weeks) and one term of swimming, in the last
lesson of each activity they will be assessed and given a grade. These grades are then averaged out at the end of the
year to give an accurate overall grade in PE.

Students are encouraged to attend extra curricular clubs either in school or out of school to enhance their consistency,
accuracy and speed.

More able students will be challenged mentally as well as physically to improve their tactical awareness of sport. PE
teachers will test their ability to justify, evaluate and discuss the tactics in a variety of sports.

Topics: Science
Knowledge:
Assessment: Students will study the Particles and Separation topic. This topic is the first Chemistry topic of
the year.

In the last few weeks of term, students will have a week of Science Career lessons, where they will consider
a range of different scientific jobs and why they are important.

In this big idea, students learn about the different states of matter and how particles are arranged as either
a solid, liquid or gas. Students will also discover how particles change state and will carry out an
investigation using bunsen burners to change the state of a substance. They will also learn how Salt can be
separated from a mixture and learn how to carry out a distillation reaction. They will become familiar with
more scientific equipment and have a go at separating water from Cola.

Students will be assessed after the Chemistry topic with a Chemistry ‘PIN’ assessment. They will also be
assessed at the end of the term with a ‘cycle test’ that will test them on all topics covered in Science so far.
The cycle test will include questions on both Biology and Chemistry.

Stretch and Challenge: To challenge students, they will learn how interpret solubility curves in order to predict the mass of a crystal
that can be formed from a crystallisation reaction.

Topics: Personal Development Time
Knowledge:
Year 7 students will take part in the following activities in Term 2:
Stretch and ● Reading.
Challenge: ● Votes for Schools.
● Team building
● Assemblies.

● Reading - As a mentor group, they will read through a selected novel together to help increase students’ passion for
reading and vocabulary. Do ask them what book they have chosen!

● Votes for Schools - In order to develop students’ oracy and citizenship skills we use this nationwide programme
where students discuss current national and global issues and then vote at the end. These votes are then collected
around the country and mentor groups can see how their mentor group, year group and school compare with other
young people’s views across the UK.

● Team building - Mentor groups will take part in a series of team building exercises to help students form friendships
and a strong mentor group community spirit.

● Assemblies - Students have an assembly from SLT every week which is based on key wider learning themes built
around the Uckfield Qualities. Directors of Year also deliver an assembly every fortnight discussing key year group
information and also developing the Uckfield Qualities.

● There is an extensive Student Leadership programme available which students can apply to. This will lead to them
being either a Form Representative, a member of the College Council or a Prefect.

- Form Representatives: Meet with their Director of Year every month to lead deliver charity based projects.
- College Council: Meet with the Council every week to discuss whole College issues.
- Prefects: Meet with Sixth Form leads in specific committees to lead and deliver projects..