Royal Docks Academy Transition Booklet 2020

Royal Docks
Academy

Transition Booklet
2020



ROYAL DOCKS ACADEMY - ENGLISH FACULTY

Year 7 Curriculum Overview

The guiding principles of the English curriculum are based on three areas:
Challenge for all, a knowledge-based curriculum and deliberate vocabulary
instruction.

The curriculum is designed around challenging texts, chosen to inspire, but also
to allow all pupils to learn about culture within a robust English curriculum. Our
intended curriculum has been designed based on the understanding that
progress in the subject is dependent on seeing English as a knowledge-based
rather than simply skill-based discipline. The curriculum plan for years 7-9
outlines the threshold concepts1 which each pupil will be expected to develop an
understanding of in each module. Alongside our threshold concepts for each
module, teachers will spend time teaching, exploring and testing pupils on
selected vocabulary that will enrich their understanding of the module, but also
expand their means of expression outside of the English classroom.

This document will outline all of the key areas of your son/daughter(s) Year 7
English course. Please use it to discuss what they have learned and where
possible, encourage talk/research around the unit as well as learning they key
vocabulary and its meaning.

Term Unit Threshold concepts Assessment
Autumn Term 1 Myths and Reading focus – the
Autumn Term 2 Legends Allusion character of Oedipus
Spring Term 1 Myth
Spring Term 2 Northern Morality Tales Writing focus –
Summer Term 1 Lights Novel narrative style
Summer Term 2 Study Characterisation question
Northern Sentence Structure Reading Task –
Lights Novel Setting Pullman’s intentions
Study Narrative Structure (setting)
Introduction to Sensory Imagery Reading Focus -
Rhetoric Endings (features of a
The Aristotelian Triad persuasive speech)
The Tempest Repetition Writing focus –
Syntax description
The Tempest
Elizabethan Theatre Reading focus –
Theme of Control character analysis
Stage Directions (within extract and
Colonialism whole text)
Comic Relief
Literary Archetypes

1. A Threshold concept refers to a key idea that will bring a new and valuable understanding of a subject.

Autumn 1 Deliberate Vocabulary Instruction
Autumn 2
Spring 1 Myth, Primordial, Divine, Deity, Genesis, Polytheist,
Spring 2 Monotheist, Titan, Incarcerate, Avenge, Restitution, Filicide,
Summer 1 Cornucopia, Benevolent, Malevolent, Mortal, Immortal,
Summer 2 Hamartia, Timidity, Flaw, Oracle, Tragic Hero, Prophecy,
Hubris, Utopia, Fatal, Dystopia, Prelapsarian, Original Sin,
Wrath, Loyalty, Betrayal, Heroism
Omniscient narrator, Daemon, Laboriously, Conscience,
Ingratiate, Heresy/Heretical, Ostentatious, Accusatory,
Enchanting, Pious, Pointedly, Exquisite, Dingy, Grandeur,
Dowdy, Barbarian, Mutinous, Indistinguishable, Ripple, Ague,
Urchin, Stout, Gratification, Glean, Commotion, Neutrality,
Prospector, Hulking, Speculate, Profound
Auditory, Visual, Olfactory, Gustatory, Tactile, Juxtaposition,
Impulse, Hideous, Pedantic, Euphemism, Neologism,
Repressive, Ambiguous, Theocracy, Exposition, Rising
tension, Climax, Denouement, Anticipation, Querulously,
Captivity, Constituent, Preposterous, Barbaric, Peril, Wincing,
Interrogated, Wincing, Interrogated, Intangible
Rhetoric, Multitude, Tyrant, Take heed, Treachery, Scorn,
Realm, Virtue, Dishonour, Perception, Revival, Conspirator,
Oration, Brutish, Intrigue, Legacy, Axis, Aristocratic,
Steadfast, Imperialism, Liberation, Odious, Renaissance,
Authorship, Extremist, Discrimination, Nullify, Accountable,
Recrimination, Forebears
Tempest, Maritime, Blasphemous, Plunder, Perfidious, Naïve,
Authoritative, Paternal, Abhorred, Inhabitant, Cherubim,
Prosper, Precursor , Abide, Malice, Endowed, Yield, Brutish,
Enamoured, Usurp, Imposter, Advocate, Subdued
Tyrant, Oppressed, Enslaved, Colonialism, Monopoly,
Bondage, Virtue, Diligent, Odious, Peerless, Soliloquy,
Cultivated, Sanguine, Choleric, Melancholic, Phlegmatic,
Bilious, Epilogue, Enchant, Dwell, Confined, Valedictory

Achilles’ Heel

A person or institution’s ‘Achilles Heel’ is their weakness.

In Greek mythology, when Achilles was a baby, it
was foretold that he would die young. To prevent
his death, his mother Thetis took Achilles to the
River Styx, which was supposed to offer powers of
invulnerability, and dipped his body into the wa-
ter. However, as Thetis held Achilles by the heel,
his heel was not washed over by the water of the
magical river. Achilles grew up to be a man of war
who survived many great battles. One day, a poi-
sonous arrow shot at him was lodged in his heel,
killing him shortly afterwards.

The death of Achilles was not mentioned in Sculpted in 1778 by the sculptor Thomas Banks, this marble statue depicts
Homer's Iliad, but appeared in later Greek and the moment Thetis dipped her son into the river Styx.
Roman poetry and drama concerning events after
the Iliad, later in the Trojan War. In the myths sur- Achilles
rounding the war, Achilles was said to have died
from a heel wound which was the result of an ar- In Greek mythology, Achilles was a Greek hero of
row—possibly poisoned—shot by Paris. the Trojan War and the central character and
greatest warrior of Homer's Iliad. His mother was
Did you know? the immortal Thetis, and his father, the mortal
Peleus, was the king of the Myrmidons.
The use of "Achilles heel" as an expression meaning "area of
weakness, vulnerable spot" dates only to 1840, with implied Achilles' most notable feat during the Trojan War
use in Samuel Taylor Coleridge's "Ireland, that vulnerable was the slaying of the Trojan hero Hector outside
heel of the British Achilles!" from 1810 (Oxford English Dic- the gates of Troy.
tionary).
The Iliad
Examples of usage:
The Iliad is an ancient Greek epic poem , tradi-
The following newspaper headlines from tionally attributed to Homer. Set during the Tro-
2018, all used the term ‘Achilles Heel’. Can jan War, the ten-year siege of the city of Troy
you guess what the stories were about? (Ilium) by a coalition of Greek states, it tells of the
battles and events during the weeks of a quarrel
• May’s Magic Money Forest for the NHS between King Agamemnon and the warrior Achil-
exposes her Achilles Heel les.

• The Russian Navy’s Achilles Heel is Air- Achilles’Tendon
craft Carriers] A part of the human body gets its name
from the Achilles Myth! The large and
Discuss: Try using the term ‘Achilles’Heel’ prominent tendon of the gastrocnemius and
in a conversation with your partner. soleus muscles of the calf is called the ten-

Write a short paragraph describing a food that you Because, But, So
cannot resist. Use the phrase, ‘It’s my Achilles Heel’
at some point. Complete the following sentenc-
es:

1. Achilles died during the
Trojan war because…

Fragments 2. Achilles died during the
Identify the fragment sentences by writing an ‘F’ after them: Trojan war so…

1. Achilles was a noble warrior

2. Because he had been held on the heel

3. Despite the fact he was meant to be invincible
In the space below, rewrite the fragment sentences into full
sentences:

3. Achilles died during the
Trojan war, but...

The Royal Docks Academy Mathematics Department

The ultimate aim of maths education is to ensure that pupils are proficient and persistent
in solving mathematical problems. We at the Royal Docks Academy want our pupils to have
fun and be confident in mathematical literacy so that they have the capacity to formulate,
employ and interpret maths in a variety of contexts. This includes reasoning mathematically
and using mathematical concepts, procedures, facts and tools to describe, explain and
make predictions. The aim is to assist pupils in recognising the role that maths plays in the
world and to make well-founded judgements and decisions needed by constructive,
engaged and reflective citizens.

Course Outline: Mathematics

TERM UNITS
Autumn
Term 1 Base Line Test
Number Skills: Add, Subtract, Multiply, Divide, Time, Money,
Autumn Negative Numbers, Factors, Multiples, Primes and Squares.
Term 2 Analysing and Displaying Data: Mode, Median, Range, Displaying &
grouping data, Averages & comparing data, Line graphs and bar
Spring charts.
Term 1 Expressions, Functions and Formulae: Functions, simplifying,
Substituting, Writing expressions and formulae
Spring
Term 2 Decimals and Measures: Decimals, rounding, Length, Mass, Capacity,
Units, Scales & Measures, Perimeter, Area.

Maths Project- Sweet Shop + Underground
Fractions and Percentages: Comparing, Simplifying, Working with
fractions, Fractions & Decimals, Understanding percentages and
Percentages of amounts.
Probability: Language of probability, Calculating probabilities,
Experimental probability and Expected outcomes.
Ratio and Proportion: Direct proportion, Writing ratios, Using ratios,
Proportion with fractions & percentages.

Maths Project - Recipes and Better value

Summer Lines and Angles: Measuring & Drawing angles, Lines, angles &
Term 1 triangles, Drawing triangles accurately, Calculating angles, Angles in a
triangle & Quadrilaterals.
Summer Sequences and Graphs: Sequences, Patterns, Coordinates & Mid-
Term 2 points, Straight line graphs and Position-to-term rules.

Transformations: Congruency & Enlargements, Symmetry,
Reflection, Rotation, Translations & Combined Transformations.

Mathematical Keywords for Success

Autumn 1 Multiples, Squares, Approximate, Estimate, BIDMAS, Inverse,
Decimals, Factors, Primes, Square Roots, Cube Roots
Autumn 2 HCF, LCM, Index/Indices, Brackets.
Spring 1
Data, mode, median, range, average, mean, frequency,
Spring 2 frequency table, pictogram, bar chart, pie chart, dual and
Summer 1 compound bar chart, scatter graph, misleading diagram,
discrete data, continuous data, correlation, line of best fit,
Summer 2 estimate, time series, frequency polygon.
. Output, input, functions, terms, simplify, expressions, brackets,
formulae, expand, factorise, powers, integers, substitute.
Estimate, Measure, Length, Mass, Capacity, scales, tenths,
hundredths, decimals, area, perimeter, nets, surface area,
volume, metric units, imperial units, 2D and 3D shapes.
Fraction, denominator, numerator, proper fraction, improper
fraction, mixed number, equivalent fraction, cancel, lowest
terms, simplify, decimal, convert, per cent, percentage,
recurring decimal, ratio, simplify, unitary method, metric units,
imperial units, direct proportion, proportion.
Event, probability scale, random, theoretical, outcome, Venn
diagrams, sample space, diagram, tally, frequency, biased,
experimental, tree diagram, theoretical probability, relative
frequency, estimated probability, unpredictable, reliable,
mutually exclusive, bias, expected frequency.

Fraction, ratio, simplify, equivalent fraction, unitary method,
metric units, imperial units, direct proportion, proportion.
Degrees, angles, acute, obtuse, reflex and right angles,
parallel lines, straight line, vertically opposite, triangles,
isosceles, equilateral, interior, exterior, line of symmetry,
rotational symmetry, polygons, quadrilaterals.
Sequence, term, consecutive, generate, term-to-term rule,
input, output, general term, nth term, position to term rule,
straight–line graphs, y-axis, x-axis, plot, equation, y-intercept,
gradient, coordinates, parallel, quadrant.
Reflect, mirror line, object, image, equivalent point,
perpendicular bisector, rotation, angle of rotation, centre of
rotation, clockwise, anticlockwise, symmetrical, line of
symmetry, reflection symmetry, order of rotation, symmetry,
transformation, translation.

The department uses the Maths Progress Core (Theta), Support (Pi) and Depth (Delta)
Textbooks and each pupil will have access to a textbook in school. The topics covered are
also all available on the Hegarty maths and Corbett maths websites. In lessons pupils will
undertake a variety of activities, including:

●whole class discussions - which provide opportunities for students to grow in confidence
and to become effective participators

The department uses the Maths Progress Core (Theta), Support (Pi) and Depth (Delta)
Textbooks and each pupil will have access to a textbook in school. The topics covered are
also all available on the Hegarty maths and Corbett maths websites. In lessons pupils will
undertake a variety of activities, including:

●whole class discussions - which provide opportunities for students to grow in
confidence and to become effective participators

maths projects/investigative work – students will gain experience of solving a range of
open and closed tasks in order to develop them as independent learners and creative
thinkers at the end of the Autumn and Spring terms
●small group and independent work – students will have opportunities to work
collaboratively with other students and independently.

Homework: Mathematics homework is set once a week. Students are usually given enough
time to complete the work. Homework may take the form of a written piece (worksheet)
based on what they are currently learning in class and/or an online assignment set by the
teacher on Hegarty maths.
Useful websites:
https://hegartymaths.co.uk [login details will be shared in September)]
course] https://corbettmaths.com [No login details required]

What parents can do to support learning
Please encourage your child to practice what they have learnt on a regular basis. To
develop curiosity, how about allowing your child to use their number skills while shopping
(paying and working out their change mentally), telling the time (e.g. converting 12 to 24
hours), cooking (e.g. measuring, using scales), etc.
When possible, try to get your child to teach you what they have learned. This will improve
their fluency and communication, as well as getting an enjoyment for sharing their
knowledge and develop a genuine passion for the subject.



Exchange Rate

GBP to Dollars £1: $1.50
GBP to Euros £1: €1.38







ROYAL DOCKS ACADEMY - Science FACULTY

Year 7 Curriculum Overview

Key stage 3 Science curriculum at Royal Docks Academy provides the
foundations for understanding the world through the specific disciplines of
Biology, Chemistry and Physics.

The curriculum ensures that all pupils:

• Develop scientific knowledge and conceptual understanding
• Develop understanding of the nature, processes and methods of science

through different types of science enquiries that help them to answer
scientific questions about the world around them
• Are equipped with the scientific knowledge required to understand the
uses and implications of science, today and for the future.
• Work scientifically through the content across all three disciplines
• Develop Experimental skills and investigations

This document will outline all of the key areas of your son/daughter(s) Year 7
Science course. Please use it to discuss what they have learned and where
possible, encourage talk/research around the unit using websites such as ‘BBC
Bitesize KS3 Science’ as well as learning the key Scientific vocabulary and its
meaning.

Term Units Rationale Assessment

Autumn Term 1 • Induction Period Recall of KS2 scientific End of Topic
concepts assessment
Development of scientific
skills required in Laboratory

Autumn Term 2 • Cells and To explore the fundamental Assessment 1
Spring Term 1 Organisation building blocks of living 23rd-27th Nov 2020
organisms.
• Particle Model To explore the fundamental End of Topic
make up of materials and the assessment
• Separating states of matter that lead to
Mixtures behaviour of particles during
changes in a state.
To enhance the
understanding of separating
techniques from KS2 to
more scientific processes
such as filtration, distillation
and chromatography.

Spring Term 2 • The Periodic To learn the history behind Assessment 2
Summer Term 1 Table the development of the 1st- 5th March 2021
Summer Term 2 periodic table and
investigate the reactions
between different elements
from the periodic table

• The Skeletal and To study the joints and

Muscular bones in the skeletal system

systems to understand body functions

in detail

• Energy To apply the ideas of energy End of Topic

to different context such as assessments

food, electrical appliances

and other closed systems.

• Forces To investigate the interaction
of forces acting on an object.

• Ecology To be able to see the Assessment 3
• Waves relationship between 14th -18th June2021
different species and the
interdependence between
organisms.
To gain an understanding of
wave properties to the wider
context of the world around
us

• Reproduction The concept of mixing of
genetic material leading to
new life and the stages of
development of the zygote,
embryo, foetus and in to a
baby

Density is a really tough concept to grasp. We confuse ourselves by referring to our weight all the time
when we really mean our mass. Mass is effectively ‘how much stuff’ is there. Density is how much
mass is in a volume (or space).
One way to illustrate density is to pour different liquids (which have different densities) on top of each
other. The liquids with the greatest density sink to the bottom.
Method

1 Measure out the same volume of each of the liquids. Colour the water

and the milk if you wish.
a. What would you use to measure volume?
Answer:

2 Starting from the bottom, pour in the honey. Make sure it goes into the
middle of the glass and that you don’t get any honey on the sides.

3 Slowly pour the golden syrup on top, followed by the washing up liquid.
4 Then add the milk, followed by the water.
5 Finally top with vegetable oil and admire your rainbow glass!

Conclusion: Using the ideas about density, explain why do these layers sit on top of each other?

Add your picture of glass
here

Challenge:

Most ships are made out of steel and Fact box
other materials that are more dense
than water. They float because the density= mass
overall density of the ship, including volume
all the air spaces inside, is less than
the density of water. volume= mass
density
Submarines can sail on the surface
of the water, or beneath the surface. mass = density
The buoyancy of a submarine needs volume
to be adjustable to allow it to do this.
Submarines have ballast tanks that
are full of air when the submarine is
sailing on the surface. These are
then partly or completely filled with
water to make the submarine sink
below the surface.

Information about ships does not
normally give the mass of the ship
but its displacement. This is the mass
of water the ship displaces when it is
floating. The mass of water displaced
is the same as the mass of the ship.
The upthrust is equal to the weight of
the fluid displaced.

1 A submarine has a displacement of 8000 tonnes (8 000 000 kg)
when it is sailing on the surface of the sea.
a What is the mass of the submarine?

b Calculate the volume of water it displaces.

ROYAL DOCKS ACADEMY - Humanities Faculty

Year 7 Curriculum Overview

Humanities in Year 7 consists of several different subject areas: History,
Geography, Religious Education, Philosophy, Citizenship and Personal
Development. In Years 10 and 11 it also includes Sociology and Business studies.

All of these subjects are grouped together in our faculty because they all aim to do
the same thing: to help you develop the knowledge and skills to enable you to
understand the world around you and your place within it.

Subject Topics in year 7 Key vocabulary
History • Anglo-Saxon and Medieval
Monarchy, feudal, peasant,
Geography England villein noble, knight, medieval,
• Contrasting Civilisations in the civilisation, crusade, empire,
RE and reformation, renaissance,
Philosophy Middle Ages chronology, anachronism,
• From the Reformation to the biased, causation, sources
consequence, interpretation,
Renaissance propaganda, bias, reliability.

• Restless Earth: Earthquake, tsunami, volcano,
• Climate Change magma, mantle, larva, tectonic
• Globalisation plates, fault line, fossil fuel,
• Local Geography and Map greenhouse gas, global
warming, conservation, trade,
skills LEDCs MEDCs
Philosophy, theism, atheism,
• Theism creation, humanism Open-
• Judaism minded, respect, dignity
• Key figures in the history of empathy, sincerity, love
critical thinking, aspire, justice,
religion and philosophy equality, accountability

Citizenship • British Values Democracy, parliament,
• Human Rights tolerance, identity, cohesion,
• Community Cohesion integration, campaign, cohesion,
minority, census, infringe,
mutual respect
Magna Carta, Civil liberties,
Universal Declaration of Human
Rights, European Convention on
Human Rights, Convention on
the Rights of the Child

Personal • Learning skills Responsibilities, empathy,
development • Health and Well-being respect, community, bullying
• Friendship and challenging environment, organisation
ambition, attribute, skills, peers,
bullying qualities, unique, self-worth
well-being, negative behaviour
positive behaviour, friendships

In each of these Humanities subjects you will be taught a body of knowledge; that is,
the things that you should know to help you become an informed and knowledgeable
adult. We will also introduce you to ideas, beliefs and cultures that may be different to
those you have already encountered.

You will be taught how to use the knowledge that you gain to help you understand and
analyse evidence, such as: graphs, cartoons, news reports, politicians’ speeches,
adverts, propaganda posters, photographs, maps and financial spreads sheets

You will be taught how to make connections between the things you learn in different
subjects. For instance, learning about British values and rights and responsibilities in
Citizenship, to learning in History about how how working people fought for and won
the rights we enjoying Britain today.

You will develop literacy skills that allow you to express your understanding in a clear
and structured way. You will be taught the skills to help you to work independently and
the skills to help you find things out for yourself so you can come to your own
conclusions, based on logic and evidence.

To prepare yourself for your humanities lessons you should:

• Use the internet or your local library to read about the topics in each subject
• Learn the meanings of the key words. Practice using them in sentences.
• Read a newspaper and/ or watch the local and national news programmes.

Regularly and discuss the issues that arise with your family and friends.
• If you travel anywhere over the holidays, use maps to familiarise yourself

with where you are going. Look up the history of the area you travel to. Find
out if that place has been in the news recently and what for
• Ask your family about your own family history
• Ask your family about any other countries that you might have connections
with

Geography – The World

Continents:
1
2
3
4
5
6
7

Oceans: _
A
B
C
D
E

Geography

Welcome year 6. We look forward to meeting you in September.

In geography you will study of the shape and features of the Earth's surface, including
countries, vegetation, climates and how humans use the world's resources.

There are three main types of geography

1. Physical geography – nature and the effects it has on people and the environment
2. Human geography – concerned with people
3. Environmental geography – how people can protect and harm the environment

Topics in geography

river poverty weather recycling
tourism coasts mountains transport
rainforest desert climate change towns and cities
population maps earthquakes crime
migration hurricanes volcanoes litter
health soils lakes rivers

Your Task

1. Decide if the geography topics above are
• Physical geography - P
• Human geography - H
• Environmental geography – E

You may feel some can be in more than one category.

Put the correct letter (P / H / E) against the correct topic above.

2. Which topics do you think could be linked?
Explain your answer eg desert and rainforests are both types of landscapes.

3. As a challenge – can you research a real life geographical issue from around the
world linked to one of the topics above? For example Haiti was affected by an
earthquake which killed many people.

History at the Royal Docks Academy

History is a study of the past. Historians are like detectives because they use evidence
to find out about events and people from the past.

Just like detectives, they need to be able to work out;

• What happened
• when it happened,
• where it happened
• who was involved
• why it happened
• How it affected different types of people

Chronology

❖ Historians always have stories to tell, and to understand a story you must know
what happened and the order in which things happened.

❖ Chronology is the study of when things happened.
❖ When historians put events in chronological order, they put them in the order

in which they happened.
❖ historians need to understand chronology in order to make sense of what

happened and work out why things happened.

Task 1.
Here are 7 events in the life of a 12-year-old boy called Adam.
• Put the events in chronological order so they make sense.
• Work out and write the year it happened next to each one.
(I’ve done the first one for you)

Event in Adam’s life The order in which The year in which it
it happened happened
Adam joined the Royal Docks Academy
when he was 11 1 2008
Adam was born on the 11th March 2008

Adam’s little sister was born when
Adam was 2
Adam went to France on a school trip
when he was 10.
Adam and his family moved to a bigger
house when he was 6
Adam started primary school when he
was 4
Adam broke his leg when he was 8

Draw Adam’s life events on a timeline. Next, make a timeline of your own life.

Task 2.

Below are the years when different monarchs (kings and queens) came to the throne
of England (or, later, Britain)

1. Put the years into Chronological order.
2. Use the internet to find out which monarch took power in these years.

(I’ve done the first one for you)

Year The order in Who became king or queen in this year?
1837 which it
happened

1952

1603

1485

1558

1327 1 Harold Godwinson and William the Conqueror

1066
1154

1199

1714

Once you know when things happened, you can find out more about them
Research tasks

a) Find out why two different kings took the English throne in 1066
b) Research events that happened during the reign of each of these monarchs (try

to find out at least one important event from each or write about one of the
monarchs in more details)
c) Choose one of the monarchs and find out something that was happening in
another country at the same time (e.g. who ruled Spain in 1588, or who was the
king of Ghana in 1066)
d) Research your own family history. Interview your parents or grandparents or
other family members, to find out about your own heritage. (you could ask
when and where they were they born, what important events they have lived
through. If they haven’t always lived in London ask them when /why they came.
Ask them to help you make a family tree.

Your history teachers are looking forward to meeting you in
September, and we can’t wait to see what you have found out

in your research!

Philosophy and Religious Education – A subject
which challenges your mind towards excellence

and self-awareness.

1. Name the three western religions?

2. Which is the oldest Eastern tradition?
3. Name four things all religions have in common
4. What is a ritual? Give an example
5. Explain what a founder is?
6. Which person founded Christianity?
7. Which person founded Judaism?
8. Explain why religion is important to a believer
9. Why are religious leaders important?
10. Give one moral action within religion?

Citizenship

At Royal Docks Academy, you will study ‘Citizenship’. This subject allows us to discuss and learn
about really important topics, like: democracy, Human Rights, inequality, identity, British Values,
community, politics, and the laws that govern us.

Give these tasks a go!

1. The Union Flag
There are four nations in the UK: England, Northern Ireland, Scotland, and Wales. Can you
match the country to their flag?

2. Match the definition to the key word: _

A standardised image of someone Identity
without knowing the facts is called a…

Being treated differently or unfairly is… Racism

Being treated differently because of Stereotype
your race is…

Your is how you describe Discrimination
yourself

3. Can you name these people? They all have an important role in our democracy.

The Prime Minister =

The MP for East Ham =

The MP for West Ham =
The Mayor of Newham =

4. Prime Minister for the day

Imagine you are the Prime Minister for the day. What new laws would you make? Which old
laws would you change? What would you try to improve about the country?

Write your speech to Parliament below. You must be persuasive to convince them to vote for
your ideas, so think about your English writing skills, such as AFOREST and literary devices.

ROYAL DOCKS ACADEMY

MODERN FOREIGN LANGUAGES

Year 7 Curriculum Overview

Year 7 pupils study one of three languages: French, German and Spanish.

Your child should have studied a foreign language at primary school. It is likely that it was
either French or Spanish. The government suggests they continue with that language.

If your child is a native speaker of French, German or Spanish, they will usually study a
different language. They will be entered for a GCSE in their home language in Y9 and thus
gain a qualification in both languages and increase their employability later on.

Through our teaching we aim to enthuse, engage and inspire:
• Encourage positive attitudes to foreign language learning and to speakers of foreign

languages and a positive approach to other cultures and civilisations.
• Offer insights into the culture and civilisation of target language countries and

communities.
• Develop an awareness of the nature of language and language learning.
• Develop an understanding of the grammar of each language.
• Form a sound base of the skills, language and attitude required for further study, work

and leisure.
• Provide enjoyment, communication skills and intellectual stimulation.

Students, in lessons, develop, practise and refine the four fundamental MFL skills:
o Listening - the ability to understand and respond to spoken language
o Speaking - the ability to communicate in speech
o Reading - the ability to read, understand and respond to written language
o Writing - the ability to communicate in writing

Plus our teaching includes lots of cultural awareness content, such as poetry, songs, art and
video.

Why study languages?
Learning a language provides another dimension
to one’s life, increases one’s empathy and also
adds to an individual’s employability. Foreign
language study improves communication and
analytical skills. Without these skills, young
people in Britain may be less able to compete in
global organisations or companies.

We offer regular opportunities for students to visit
countries abroad in order to get a flavour of the
country, try out the language ‘for real’, to broaden
their horizons and to promote appreciation of
other people and cultures.

Year 7 curriculum overviews for Modern Foreign Languages

Each course promotes the linguistic fundamentals of phonics, pupils’ reading and listening
comprehension and grammar application. From the outset, they embed speaking skills and
the expression of opinions and points of views. Regular cultural awareness links are made to
the target-language countries and their customs to set in context the language being learned.

Year 7 FRENCH SPANISH GERMAN
Autumn 1 Accès Studio (Personal Mi vida (Personal details) Meine Welt und ich (Personal
details) • Introduce & describe details)
Autumn 2 • Introduce & describe • Introduce & describe
oneself
oneself • Phonics & cultural links oneself
• Transactional classroom
• Phonics & cultural links • Phonics & cultural links
• Transactional classroom language • Transactional classroom
• Family & pets
language • Surrealist art language

• School equipment & pets Mi tiempo libre (Free Time) • Personal belongings
• Impressionist art • Pastimes & hobbies • Expressionist art
C’est perso (Self-portrait) • Express opinions
• Physical & personality • Christmas in Spain Familie und Tiere (Family &
pets)
descriptions • Physical & personality

• Express opinions descriptions
• Christmas in France
• Description of pets

• Christmas in Germany

Spring 1 Mon collège (School) Mi insti (School) Freizeit – juhu! (Free Time)
• Describe subjects & • Describe subjects & • Pastimes & hobbies
• Express opinions
teachers teachers • Justify opinions

• Explain one’s timetable • Explain one’s timetable
• Justify opinions • Justify opinions

Spring 2 Mes passetemps (Free Time) Mi familia y mis amigos Schule ist klasse! (School)
• Pastimes & hobbies (Family & friends) • Describe subjects &
• Varied opinions • Describing one’s family
• Lifestyle • Physical & personality teachers

descriptions • Explain one’s timetable
• Telling the time
• Where you live

Summer 1 Ma zone (Home Area) Mi ciudad (Home Area) Gute Reise (Holidays)
Summer 2 • Describing home town • Describing home town • Foreign travel
• Holiday activities
• Giving directions • Telling the time • Future plans
• Leisure activities & • Leisure activities &
End of Year exams
facilities facilities
End of Year exams End of Year exams

Modern Foreign Languages
Year 6 Transition Activities

¡Hola! Salut! Hallo!
At Royal Docks Academy, we teach Spanish, French and German. Here are some activities to get you thinking about languages
and researching other countries and cultures.

Research these countries and write, draw, stick your answers to complete this table.

Flag Capital city National Country Longest river Two sport One One artist & Three typical
anthem outline stars actor/
actress one author foods
& one
singer

France

Spain

Germany

Modern Foreign Languages
European & International Summer Challenge

Learn ten words from a List twelve European Learn the ‘happy birthday’ Listen to a song in a
new European language countries and their capital song in a different different language from
you have never learned language
cities Europe

Find out the nationalities Find a video of a celebrity Find people who have Make a list of countries
of the players in your speaking another language travelled to the most of the world starting
favourite sports team countries or speak the with each letter of the

Find an app that allows most languages alphabet
you to practise a foreign e.g. Argentina,
Find ten cities, two rivers Research a recipe or cook a
language (and use Brazil,
regularly) and a mountain range on a dish from another country Colombia

map of France or Spain in Europe Memorise or draw ten
European country flags

Watch a film or TV show in Tell someone about your Create a song, rap orpoem Try a new food item from
French, German or Spanish favourite journey (here or in another language France, Germany or Spain

abroad)

Inspired by the British Council’s ‘International Education Week’

RDA Arts Faculty

All pupils will be given the opportunity to:

•Develop their knowledge and understanding (‘The Grammar’)
learning about art (critical, contextual studies: exploring the work of
artists, external sources) as well as ‘making art’.
• Have the time to explore materials, media and processes and in
doing so discover what they are ‘good’ at and enjoy.
• Work from observation and record it in its various forms (visuals,
memories, experience)
•Discover ideas and explore different views in the world in which
they live thus increasing their enjoyment and ‘wonderment’ of the
subject in discovering its relevance to their everyday lives.
• Develop imaginative responses to different forms of stimuli.
•Realise and articulate their intentions using a variety of processes
and media.
•Develop a greater sense of independence and self-esteem with
regards to self-expression.

RDA Art / Topic Focus of study
Photography Portraits
Year 7 • Ability to draw accurately and expressively from observation.
Analyse, record and communicate proportion,balance,ratio
Autumn 1 (Leonardo Da Vinci)

Autumn 2 • Use marks shading techniques to represent three-dimensions,
Spring 1 form and space, with some knowledge of perspective.

Spring 2 • Exploring how to look at and analyse works of artists to inform
the development of their own ideas.
Summer 1
Summer 2 • Gradation of tints and shades. Controlling paint/ Charcoal by
exploring processes and techniques.
(Rembrandt – Master of light and shade)

• Explore and experiment new approaches to continuous line
drawing (Giacometti)

• Experiment with a range of mark making that reflect different
grades of tonal value.

• Investigate Chuck Close’s approach to creating an expressive
portrait that reflects the tonal exploration of mark making.

• Develop the communication of line to create expressive
portraits analysing the work of Kathe Kollwitz, Van Gogh and
Edvard Munch.

• Analysis and exploring the techniques and process of sgaffito

• Exploration of mood and inner emotions.
• Creating a distorted view of a portrait by examining Cubism.

• Constructing a portrait using geometric shapes focusing on the

contrasts of tone, values and a limited palette of colour.
Picasso and Braque

• Applying multi- viewpoints to create a composite cubist
portrait. Reconstruction. (Photoshop / Collage)

Design and Technology

Textiles
Focus of study: In the area of Textiles, we will build on your prior knowledge of the world
of design around you whilst exploring and developing your designing and making skills. By
experimenting with a range of materials, techniques and processes, using key workshop
tools, equipment. You will create a “string bag” with an applique logo of 'shop quality' with
textiles recycled fabrics and component
Key words: Design, sketches, fabric, sewing machine, Applique, logo, Health & Safety,
product, target market, recycling, cultural groups, British values, scaling, quality control and
quality assurance, paper pattern, outline, design brief

Systems and Control
Focus of study: In the area of systems and control, we will build on your prior knowledge of
the world of design around you whilst exploring and developing your designing and making
skills. By experimenting with a range of materials, techniques and processes including basic
electronics, using key workshop tools, equipment and machinery, you will create a series of
'shop quality' nightlights.
Key Words:
Cutting: Sawing, drilling
Shaping & finishing: filing, sanding, painting/spraying
Materials: hardwoods, softwoods, manufactured boards, resistor, LED light, electric wires,
battery snap
Tools & equipment: pencil, steel ruler, G-clamp, bench vice, scroll saw, coping saw, pillar
drill, sanding machine, hand file/needle file, glass paper, pliers, wire strippers, soldering
iron, solder

Music

• Autumn term – You will be learning keyboard skills – notation, rhythm, pulse and performing
with two hands.

• Spring term – You will be studying composition - chord progressions and melody writing.
• Summer term – You will be learning to perform as part of an ensemble.

D&T Transition Project Yr 6 Summer 2020

RDA DESIGN & TECHNOLOGY

What is design? It's where you stand with a foot in two worlds - the world of technology and the world of people and
human purposes - and you try to bring the two together. Mitchell Kapor

LEARN HOW TO: INVESTIGATE DESIGNS, DEVELOP IDEAS AND PLAN TO MAKE A
SUCCESSFUL WORKING PRODUCT.

Task O N E Task T W O : Investigation (Textiles)

Use the Internet to become This is where you look at a design task and carry out
familiar with the following some RESEARCH that will lead you to creating a fantastic
key materials, tools and design solution!
processes. You will needto
refer to them in the design What? Investigation = Researching all the
tasks in this section.
important parts of the design task.
• Manmade wood: MDF
• Coping Saws Where? You can carry out research using books,
• Acrylic Paint
• Glass paper newspapers, magazines, the internet, TV,
• Natural textile fibres: photographs, conversations with other
people, your own experiences or own
Cotton knowledge....
• Finger foods
• How to label design ideas How? When you've found a selection of the best

Specialist Core research, you can present this by sticking all
D & T Areas information or writing up what you have
found out on an 'Investigation Page'.
During this challenge, you
will begin to experience So, let's give it a go……
some of the following core
areas that you will be
working in during year 7:

• Textiles: Investigation

• Graphics: Development
of an idea

• Food: Planning

• Woods & Plastics:Making

DESIGN & TECHNOLOGY 1

D&T Transition Project Yr 6 Summer 2020

Design Task(Textiles):

The well known sports company NIKE has asked you to design and make a new
T-shirt that recognises the work of the NHS. It will go on sale in supermarkets to

raise money in support of theNHS.

Carry out as much INVESTIGATION work on the page below as you can. There are a couple of
ideas already in place to get you started.

DESIGN & TECHNOLOGY 2

D&T Transition Project Yr 6 Summer 2020

Task T H R E E : Development of a Design Idea (Graphics)

This is where you look at the INVESTIGATION you carried out, select all of the good parts that you like
and think would help you to create a unique and fantastic design solution! It's all about using the good
parts of designs that already exist and putting them all together in a new and different design of your
own.

What? Design Development = Use all of the 'good' areas of your INVESTIGATION to design a
suitable design solution.

Where? It's always best to just make quick sketches of ideas first before deciding on a final
design. The sketches don't have to be neat... It's all about getting the ideas you have in
your head, down onto paper.

How? Use this DESIGN DEVELOPMENT page below to sketch out some ideas on the small T-
shirts, then develop a front and back final large design on the right.

So, let's give it a go…..

Final Design

DESIGN & TECHNOLOGY 3

D&T Transition Project Yr 6 Summer 2020

Task FOUR: Planning (Food)

This is where you look at the final design idea you have developed and start to put together a plan of
action to try to bring it to life. If we were going to make your T-shirt for example, we would be looking at
the different fabrics and processes we could use to make it actually work. In this section, we would like
you to develop a suitable recipe plan for a 'buffet' style finger food party, that could be served at your
school where the team would be wearing your designed T-shirt.

What? Planning = Considering how you could make the idea you have designed by producing
a step-by-step series of actions.

Where? Use the Internet, recipe books, recipes from food magazines or discuss an idea with an
adult or friend.

How? In this task, you will need to develop a RECIPE SHEET, which outlines the ingredients,
equipment and step-by-step method.

Tip: Keep it simple and easy to make....consider the size of the 'finger' food that you will be serving.
So, let's give it a go......

Finger FoodRecipe Title:
Ingredients Required (in ‘g’ (grams)

Equipment &amount of equipment required (x1 teaspoon)

Method step-by-step 4
1:
2:
3:
4:
5:
6:
7:
8:
9:

DESIGN & TECHNOLOGY

D&T Transition Project Yr 6 Summer 2020

Task F I V E : Making the Product (Wood)

This is where you look at the plan that you carried out and use suitable materials to make a fully
working product. If we were making the T-shirt, which type/types of fabric do you think you could
make it out of ?………………….……………………………………Ifyou were making the finger food, you would
be working with food ingredients.

In this section, we would like you to design, label and suggest a ‘plan of making’ for a wooden shield
which would be presented to the winning football team on competition days.

What? Making: The quality of the finished item depends on the success and detail within the
design idea and step-by-step plan.

Where? Use the Internet to investigate interesting competition ‘shield’ shapes
How?
1: Develop a suitable design of your own and label the idea so we are clear about what
your idea is all about.

2: Using the key words you looked at (MDF, coping saw, glass paper and acrylic paint)
develop a step-by-step plan of making the shield.

Use the MAKING page below to develop a working plan of making. So, let's give it a go......

Design your Shield here and label the design with as much information as possible

DESIGN & TECHNOLOGY 5

D&T Transition Project Yr 6 Summer 2020

Draw the main MAKING process step-by step and explain each stage in the smaller boxes below.

14

25

36

DESIGN & TECHNOLOGY 6

Computering

Scratch

What is Scratch?
Scratch is a control program that enables you to create your own interactive stories,
animations, games, music, and art.
The name Scratch comes from the scratching technique used by hip-hop disc jockeys, who
spin vinyl records back and forth with their hands to mix music clips together in creative
ways. You can do something similar with Scratch, mixing different types of media clips
(graphics, photos, music, sounds) in creative ways.
TASK 1
Open Scratch from the following link.
https://scratch.mit.edu/projects/editor

Look at the different code categories on the left of the screen.
The first one, motion, has many different options which you can see are all blue.
Click on the control category. You will see that all the options change and turn
orange. This will happen when you click on any of the different code categories.
To write a program, you drag one of these commands into the middle section of the screen.
TRY THIS:

• Drag the top command in the events category to the
middle.

• Click on the motion category and drag the top command over to the
middle – you should be able to join it to the first command.

• Click on the green flag and see what happens. If you miss it, click on
the flag again. You should see the sprite move a tiny amount.

Task 2

Draw a Square

Start with an instruction from the category.

Follow this with an instruction from the category.

Then add instructions from the category.

Move the sprite (Cat) to somewhere else on the stage and
click the Green Flag to draw more squares.

Draw a Hexagon – This time we will clear the screen and
change the pen colour.

Other Tasks

Can you draw a rectangle?
Can you draw a shape where each side is a
different colour?

What other shapes and patterns can you
produce?
Can you use Scratch to write your name?

Experiment by using negative values i.e.

Physical Education

Year 6 Transition into Year 7

Physical Education is practiced in depth at Key Stage 3 in a variety of activities.
Year 7 is about depth of curriculum, giving students varied experience and
opportunities to participate in a range of sports and activities. In Year 7,
students will gain knowledge of the theory of PE, examining different types of
fitness and why people need these skills for life. This will also assist students
who decide to go on and take Physical Education as a GCSE option.

In Physical Education, students will learn to:

Perform a number of physical skills to a varying degree of difficulty

Develop their understanding of a variety of sports and be able to analyse
tactics to outwit opponents

Understand the importance of a healthy active lifestyle on physical and
emotional health for now and in future life

Build confidence and self esteem socially, to ensure they have the necessary
personal skills to take into future life

The curriculum will examine the different abilities their bodies have and what
activities they may be best equipped to perform. A flexible curriculum built
around the facilities available will aim to give students a choice of activities,
both individual and team sports, with the goal of every student finding a sport
or activity that engages them and that they can continue participating in after
leaving school, whether a performer, coach, referee, or a knowledgeable
spectator.

In year 7, it is very important that students begin to take ownership of their
fitness so that they understand how their life choices and positively and
negatively affect their progress. There is a direct correlation between a healthy
lifestyle and academic success. Students will learn about ways to test for
fitness and participate in these tests. These results will then be fed back to
parents.

Physical Education
Year 6 Transition into Year 7

Autumn term Spring term Summer term

Baseline Fitness testing Invasion Games: Baseline Fitness testing
and reporting. Football, netball and and reporting to
basketball, basic ball parents.
Invasion Games: familiarisation skills and
Football, netball and introduction to games. Athletics: Introduction
basketball, basic ball to basic movement
familiarisation skills and Net Games: Badminton; fundamentals of
introduction to games. setting up a court, grip throwing, jumping and
and basic shot running
Net Games: techniques and
Badminton; setting up a footwork.
court, grip and basic
shot techniques and Trampolining; Safety
footwork. issues, introduction to
basic moves and body
Gymnastic Activities; tension.
Trampolining; Safety
issues, introduction to OAA; Identifying
basic moves and body symbols and teamwork
tension Dance; sport through
Dance

OAA; Identifying
symbols and teamwork

Dance; sport through
Dance

Name:
Date:

Bones

To expand your knowledge of the skeleton, research the names of the bones in the skeleton
and then, using the terms at the bottom of the page, label the diagram.

Cranium Ilium
Clavicle Ulna
Ribs Femur
Sternum Tibia
Humerus Fibula

Radius Patella

© Boardworks Ltd 2009 Page 1 of 1

Task 1: Name of Primary School:
Letter to My Teacher Date:

Dear Miss Kioi

I am looking forward to secondary school because…

I am nervous about starting secondary school because…
My favourite thing about primary school was…
My least favourite thing about primary school was…

My friends would describe me as…

I’d really like you to knowthat…

I look forward to seeing you in September,
Kind regards,

Letter to My Teacher HelpSheet

I am looking forward to secondary school because…
Freedom More responsibility Individual subjects Larger site
Facilities Friendships Challenge Opportunity I can be an individual

I am nervous about starting secondary school because…
Afraid Getting lost Travelling Shy Support New staff
Relationships Difficult Expectations Older children homework

My favourite thing about primary school was…
Friendships Teacher Favourite subject Reading Sports Knowing everyone
My least favourite thing about primary school was…
SATs homework Not enough freedom A particular subject

My friends would describe me as…
Outgoing Brave Lively Cheeky Clever Funny Talkative Trustworthy
Shy Quiet Loud Nervous Creative A team-player well-behaved

I’d really like you to know that…
Ideas – I train for swimming very early in the mornings/I don’t get on with my sister/I find it hard to
concentrate at home/I love visiting castles/Sometimes I have to travel a long way to see my family/ I know
everything there is to know about Vikings!/I recently lost my dog which was very upsetting/ My brother is
very ill.

Task 2: My Hopes and Aims forSecondary

Secondary is a new start for you. We believe you can achieve anything you want to achieve.

Academic Hopes and Aims

• In my lessons I aim to...

• I hope to learn about...

• Mylearninggoalsare...

Pastoral Hopes and Aims

• I aim to make strong friendships because...
• I hope to feel proud of myself when...
• I aim to be confident about...

Extra-Curricular Hopes and Aims

• I hope to join a club for...
• The sports I hope to get involved in are...

Task 3: 2020 Time Capsule

What is a time capsule?

A time capsule is like a frozen snapshot of time. This time capsule will be opened in five years, in 2025,
when you have completed your secondary school life and GCSE examinations. You will be 16 years old and
will be able to look back on your 11-year-old self – at the start of your secondary school journey! You will be
able tolook back onlifein 2020 andseehowyour lifeandtheworld has changed sincethen.

Name:

Best friend: Future Job:

Hobbies:

Favourite song:

In the News,today:

I spend most of my time:
Best thing about primaryschool:
What I am most nervous about going to secondaryschool:
What I am most excited about going to secondaryschool:
I predict that by 2025…