Year 7 Term 1 Curriculum website

Year 7

Curriculum Overview
Term 1

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 aim 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.

Art and Design

Topics: Markmaking Portraiture
Knowledge: How to draw a portrait
Starting with Cave painting students will produce
Assessment: Handmade tools and use them throughout the term Formal element LINE
Stretch and Challenge:
Formal element LINE Skill techniques and formula for drawing a portrait
Knowledge proportion scale
Skill how to use a range of tools and the different symmetry
variety of marks that can be used to communicate - How portrait drawing has changed through the ages
DRAWING. How to work from direct observation Building on prior knowledge
How to apply expressive line to an expressive portrait
Knowledge Understanding how to read a painting or
drawing. What is the artist saying by their use of Students will be assessed on how they apply their prior
specific marks knowledge of markmaking, to an expressive portrait

Students will do a base-line drawing test at the
beginning of term. They will be then assessed on their
drawing skills and creative markmaking

Students will be given a wide range of objects to Students will be expected to work from direct
observe and draw from. All will be encouraged to observation with mirrors, rather than from photographs
attempt more sophisticated/difficult objects throughout
the unit.
Pencils and pens will be used alongside handmade tools

Topics: Computing
Knowledge:
Google Me Up
Assessment:
Stretch and Challenge: This unit of work introduces students the the school’s computing systems and give them a good foundation on how
to use these systems across all subject areas.

During this unit of work students will be given their very own chromebook that they will keep for all lessons for the
entire time they are here at Uckfield college.
Some of the topics that we cover are:

● How to care for your Chromebook.
● How-to be a power-user of the Chromebook, e.g. shortcuts and screenshotting, file management
● How to set up and maintain an organised Google Drive
● Knowing the difference between an extension and an application (and how to add/remove these)
● Being an effective user of Google Docs, Google Sheets, Google Slides, Google Drawing, Google Drive,

Google Sites

During the unit students will create a FAQ document covering questions that students joining in Year 7 are likely to
ask regarding how to use the Google systems.
There will also be an end of unit test to assess their knowledge of how to use the schools systems.

Students are encouraged to explore the Google education suite of apps and extensions. Apps/Extensions that are
useful for other subjects are shared with the class.

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

Topics: Dance
Knowledge:
Passport - World Dance
Assessment:
This unit of work provides students with the opportunities to build their foundational skills in dance
Stretch and Challenge: Students will:

- Engage with dance as an art form to broaden social experiences
- Learn how to sequence the basic dance actions to create choreography in relation to a theme
- Explore stylistic characteristics of Bharatanatyam dance in order to develop their cultural experiences and

appreciation
- Develop their physical and expressive skills during performance (specifically extension and focus)
- Creatively problem solve to develop group skills in dance

Dance assessments are based on the three strands of Performance, Choreography and Appreciation, as well as group
skills.
Performance - Complete a group dance performance based on Bharatanatyam dance with confidence, creativity and
purpose.
Choreography - Create movement material in relation to a cultural stimulus, using development tools to add interest
and reflect the movement style
Appreciation - Critical appreciate dance in its cultural contexts by reflecting on own work and that of their peers.

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.

Drama

Topic: Introduction to Drama

Knowledge: This unit introduces students into key drama techniques in order to create and develop a piece of drama.
Students will:

- Develop their understanding of stagecraft, which is the knowledge of how to stage a performance using furniture, bodies
and props correctly.

- Develop their ability to use key theatrical skills, exploring a range of vocal and physical skills in order to communicate
character and emotion on stage.

- Understand how to improvise a scene on stage, by responding to a given stimulus and creating a piece of drama.
- Develop their creativity and imagination by transforming key objects into different items which can be used within a

performance.

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.

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: Myths and Legends
Knowledge:
In this opening topic, we introduce students to the role and history of storytelling. We read a range of myths, legends and local
Assessment: folklore including some of the earliest recorded stories such as ‘Beowulf’, creation myths from different cultures; and the
Stretch and adventures of Greek heroes such as Hercules and Achilles. Students explore what these stories can teach us about people, society
Challenge: and cultures. They also learn key symbols and allusions related to these texts so that they can be recognised in future study of
literature. Students then use this knowledge to create their very own hero’s quest or creation myth.

Threshold concepts for this unit:
● Understanding the role of myth/legend and storytelling as a way of learning about the world.
● Understanding and application of narrative structures.
● Recognition of parts of sentences/sentence structures.
● Recognition of key symbols/allusions.
● Understanding the function of punctuation.

Reading: during the reading section of this unit, students are assessed on their comprehension and vocabulary.
Writing: the main writing assessment is the creation of students’ own myth. They are assessed on their ability to write in an
imaginative way, appropriate to the task and with accurate use of sentences and punctuation.

In lessons, students are encouraged to think hard about the wider significance of the stories that we read and the role that stories
themselves play in our lives. We also explore key symbols and allusions in the myths that we read and encourage students to make
connections between these and other stories that they have read.

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.

Food Technology and Textiles

Topics: Units are taught on rotation across the year.. 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 Textiles. The students undertake two projects. The first is the Tote Bag Challenge.
projects. The first is Passport to Food Preparation where the It starts by describing what is meant by textiles and then gives them a chance to
students learn about health and safety and food safety, which is produce their own. This is a simple design task to create a name to sew into the
very important to bear in mind as they are making their food workbag they will produce. They will decorate using tie dye and fabric pens as well as
products. embroidery thread and buttons. There is a large focus on workshop safety and they
The next project is Fabulous Food for Healthy Bodies. This is an have to earn a Safety certificate before they can carry on.
extended 14 week project and students research, design and The second project is the Bag Tag. Students design and make a high viz tag with
make a range of healthy alternative products. The product must flashing LED that can be attached to a bag that can light up when it is dark The
incorporate the main food nutrient groups and meet students are introduced to soft circuits, and will use sewing machines and hand
recommended ‘healthy eating’ dietary guidelines. 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 vocabulary. Presentation of design ideas. Working safely with textiles’ equipment and
second project, they will have to demonstrate that they can apply materials. Their use of quality control to troubleshoot.
healthy eating principles to the dishes they prepare.They will be
assessed on their time management for practicals and they will
complete sensory evaluations of the dishes they make.

Stretch and Students are encouraged to cook at home ensuring that they have Design: Develop and communicate design ideas using annotated sketches - Extension
Challenge: permission to do so and that an adult is present to supervise. tasks to add features and design second product)
Make: Students will use specialist equipment, techniques, processes, equipment.
There are element that can be left of or added to fit the ability of the student.
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:
Introduction to Geographical Skills
Assessment:
Stretch and Challenge: In this unit students learn and practise the geographical skills that they will need for in order to study geography
throughout their time at Uckfield College. The unit starts by looking at map skills where we develop the skills on
four and six figure grid references, scale, relief and measuring distance. We then go on to look at other
geographical skills which will benefit them in their later learning, for example, we look at field sketches and
carrying out questionnaires.

Students will be assessed on their geographical skills at the end of this unit. This assessment is primarily based on
map skills.

Students are encouraged to practise these skills both in and outside the classroom; they are given a number of
useful websites and resources so that they are able to practise these new skills so that they are well equipped for
the rest of their time learning geography at Uckfield College. There are also always ‘think harder’ questions and
challenge tasks in each lesson that students are encouraged to do and a focus on memory research and modelling
ensures that all students are stretched to the best of their ability.

The main focus of the term is linking key geographical skills, that will enhance their journey through the curriculum
with the idea of their local space and place. The key skills that are introduced will support their graphical,
cartographic and statistical skills in all their subjects.

Topics: History
Knowledge:
What do great historians do that makes them great?
Assessment: A study of historians, their work and the nature of History as a discipline
Stretch and
Challenge: In this opening unit, we help students to understand the mechanics of History including the skills they can develop to become
great historians themselves. We help students to gain a strong initial understanding in the work of different historians ranging
from Herodotus to David Olusoga. Students learn of History as a discipline considering how historians use sources, make
inferences, measure time and organise events chronologically. We also help students to study the skill, art and craft of historians
as curators of the past. Our students learn about History being the study of people’s lives and the partial record of their actions.
Students consider how to conduct effective research and what limits there might be in conducting research of the past using
Roman and Medieval examples. Students also consider inference, learning about how the Beachy Head Lady might challenge their
perceptions of who was living in Britain in the 2nd and 3rd centuries AD and why. This unit includes the first use of History Guided
Reading tasks where they appraise an extract from Robert Bartlett’s “England under the Norman and Angevin Kings 1075-1225”.
Our key terminology activities in this unit support some of the foundations of historical literacy in Year 7; we use terms to help
support and consolidate further use of their Key Stage 2 History terminology.

The formal assessment is based on causation - it offers students a chance to write unaided and review the process of writing
historically considering ‘Why were the Roman Army so successful?’. They are also tested on their early knowledge of History as a
discipline and some of the key terminology we use.

Through this unit students have the opportunity to think harder by considering:
● The strengths and limitations of different sources
● The similarities and differences between time periods and eras, considering and measuring change
● The skills needed to organise historical events and consider what records of the past exist and why
● The process of identifying and correctly citing relevant material that they have researched

Students will also have the option to deepen their understanding by reading or listening to different historians and begin to
understand the dynamic nature of History and its construction.

Topics: Life Learning
Knowledge:
How do I settle into my new school?
Assessment:
This unit of work gives students the knowledge and necessary skills to successfully navigate life at Uckfield College.
Students are given the opportunity to discuss and reflect on the purpose of studying the variety of subjects
available at Uckfield College as well as developing key communication skills to help them form positive
relationships with their peers and teachers.

There is a focus on giving students the skills to develop their self-esteem and setting positive targets to help them
succeed. In addition students will be given information on how to deal with bullying and will study the effects of
this as well as the importance of developing empathy for others.

Short quizzes checking students understand the importance and distinctive nature of different subjects in the
school, as well as where students can seek advice and support and how to behave towards their peers and adults
in the school community and beyond.

Stretch and Challenge: All students encouraged to speak confidently and fluently and are challenged to make links between personal
development and academic achievement.

Topics: Life, Religion and Ethics
Knowledge:
Introduction to Religious Studies
Assessment:
In this unit, students will be introduced to the study of religion, Knowledge:
Stretch and learning the difference between belief and fact and they both have Students will learn a variety of myths and religious
Challenge: value to different people. stories from diverse backgrounds including Ancient
Students will explore this through studying ancient religious myths Egypt; ancient biblical stories; and an Aboriginal story
and stories such as the Greek creation myth; story of Noah; an Students will be taught the value religious stories hold
Aboriginal story and a Jewish story which a festival is based on. All of to those who follow the religion and those who might
these stories will give students a rich understanding of how stories, not and will judge for themselves whether ancient
whether people believe them to be true or not, can influence how we stories have relevance in today’s world.
behave towards each other and how they shape religious practices. Skills:.
Comprehension; interpretation; judgement

Students will develop their writing skills and will be assessed on their comprehension and interpretation skills. They will start 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
Interpretation skills and Judgement skills

Students will be stretched and challenged throughout this unit by learning skills such as embedding quotations and reading
religious texts and interpreting their meaning. Students will develop more complex paragraph writing in LRE. Literacy based
homeworks will be set challenge students to develop their literacy skills.

Maths

Topics: Delta Theta Pi
Unit 1 - Analysing and displaying data Unit 1 - Analysing and displaying data Unit 1 - Analysing and displaying data
Unit 2 - Number skills Unit 2 - Number skills Unit 2 - Calculating

Knowledge: ● Two-way tables and bar charts ● Mode, median and range ● Tables and pictograms
● Averages and range ● Displaying data ● Bar charts
● Grouped data ● Grouping data ● Grouped data
● More graphs ● Averages and comparing data ● Mode and modal class
● Pie charts ● Line graphs and more bar charts ● Range and median
● Scatter graphs and correlation ● Mental maths ● Mean
● Factors, primes and multiples ● Addition and subtraction ● Adding
● Using negative numbers ● Multiplication ● Subtracting
● Multiplying and dividing ● Division ● Multiplying
● Squares and square roots ● Finance: Time and money ● Dividing
● More powers and roots ● Negative numbers ● Multiplying and dividing by 10, 100
● Calculations ● Factors, multiples and primes
● Square and triangle numbers and 1000
● Using the four operations
● Positive and negative numbers

Assessment: ● 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

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

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

Modern Foreign Languages

Topics: French: Talking about yourself and the Spanish: Talking about yourself and the
Knowledge: classroom environment. classroom environment.

Students are going to be able to learn how to introduce Students are going to be able to learn how to introduce
themselves and recognise objects around them in the themselves and recognise objects around them in the
classroom. Students will learn to answer and ask classroom. Students will learn to answer and ask
questions about the different topics. questions about the different topics.

Assessment: Students are being assessed onto the skills of reading Students are being assessed onto the skills of reading
Stretch and Challenge: and translation. Students start manipulating the and translation. Students start manipulating the
languages from French into English and English into languages from Spanish into English and English into
French and looking at the different word patterns and Spanish and looking at the different word patterns and
learning new concepts such as genders with nouns learning new concepts such as genders with nouns
(masculine and feminine). (masculine and feminine).

Students are getting familiar with grammatical terms Students are getting familiar with grammatical terms
and are working on phonics to help them with and are working on phonics to help them with
pronunciation. pronunciation.
Students are learning about the school system in Students are learning about the school system in Spain
France and cultural differences. and cultural differences.

Music Link to music website

Topics: Malian Drumming

Knowledge: This unit will explore key characteristics of Djembe drumming from Mali in West Africa.
Assessment: Students will:
Stretch and Challenge:
- Explore the use and notation of rhythm in Western music as well as rhythmic features found in Malian djembe
music including use of polyrhythms and call and response.

- Explore the Malian empire and the cultural significance of djembe music.
- Compose a Malian drumming inspired piece in small groups based on drumming features and using djembe kan.
- Perform Malian drumming features as a class and as smaller groups using appropriate and correct techniques

(djembe kan) and rhythmic features.
- Perform authentic Malian drumming pieces as a class, such as ‘Kuku’, to help understand layered polyrhythms.

Music assessments are based on the four main strands of music making: Performing, Composing, Listening and Appraising
and Character.
Performing: Perform a Malian drumming inspired composition in small groups using correct techniques and timing
Composing: Compose a Malian drumming inspired piece, making use of key features of the style and appropriate
rhythmic features.
Listening and Appraising: Recognise key features of the style and use notation accurately
Character: Working well as part of a group, making positive contributions to your group and be able to offer appropriate
and supportive feedback to others.

Students are directed to 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 1 Year 7 Girls = Hockey, Netball, Football, Badminton, Gymnastics and Swimming.
Challenge:
Term 1 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 a ‘Safety Passport’ which prepares them for lab work and then will then
study the Cells topic. This topic is the first Biology topic of the year.

Students learn about the structure of plant and animal cells. In this big idea they will start by learning how
animal and plant cells work. They will also learn how cells are grouped together in order to form organs.
They will discover how to use a microscope safely. In addition, they will learn about cell organelles - tiny
structures we only discovered with the use of microscopes! Finally, they will learn about specialised cells
and consider how they are specially adapted.

Students will be assessed at the end of the topic with a ‘PIN’ assessment. This will take place at the end of
the term and test students on the Biology knowledge learned so far.

Stretch and Challenge: Students will research into current uses of stem cells and the latest benefits for medical procedures.

Topics: Personal Development Time
Knowledge:
Year 7 students will take part in the following activities in Term 1:
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..