YEAR 7 - WHAT ARE WE LEARNING THIS TERM?    SUMMER 2013

ENGLISH

ENGLISH - SUMMER

*   QCA Revision ~ Reading comprehension & long and short writing tasks

*   Explanation text analysis and writing

*   Report writing

*   Work based on class reader

MATHS

MATHS - SUMMER

*   Revision
*   Prime Factors
*   HCF & LCM
*   Finding an Algebraic rule for sequences

SCIENCE

SCIENCE - SUMMER

1ST HALF OF TERM

Living Things

Pupils learn about how food is important to us, and the  digestive system.  This is followed
by the Life processes, and microbes and diseases, and respiration and ‘things
that affect our bodies’,such as drugs and alcohol.   This is all carried out through experiments and  discussion.


2ND HALF OF TERM

Living Together - Part Two

Pupils  learn about living things around us, and how things work as communities and
habitats.  Pupils learn about  variation and classification, and the effects of pesticides etc on the living  things

I.C.T

ICT - SUMMER

First half of term.


Models: rules and investigations:

In this unit pupils learn how simple models are built by first investigating rules, then by seeing how rules can govern the behaviour of simple models.

Second half of term
E-Safety Project

 In this unit pupils create an advertising campaign for E-safety.

DESIGN TECHNOLOGY

DESIGN & TECHNOLOGY - SUMMER

Food:

In food technology we will be making ‘Celebration Foods’. Pupils study healthy eating and why some foods should be eaten in smaller quantities (ie celebrations). Pupils will learn how to make lemonade, sausage rolls, samosas, shortcrust pastry tarts, and the different methods for making cakes. Pupils design and make a small novelty cake.  1 term

Textiles:

Pupils will learn to use a sewing machine to create their own phone socks and use Computer Aided Design to develop their design skills.        ½ term

Resistant Materials:

Pupils complete a series of basic woodworking skills. This allows them to complete two design and make tasks; a small storage box, and a car.        1 term

Graphics:

Pupils use ICT to research and design a new set for a fictional reality television show. Once the show is designed by the pupils, they use Google Sketch Up to 3-dimensionally design the stage/shop/game/etc involved in their show.      ½ term

Homework:

Pupils complete a healthy eating project that forms part of their food technology lessons (the work is peer assessed during the celebration project).

HISTORY

HISTORY - SUMMER

Year 7 have moved on to study knights, the Crusades and the Plague.

GEOGRAPHY

GEOGRAPHY - SUMMER

Year 7 will finish the year with a focus on coastal zones. Students will look at how the sea can change the landscape and the physical processes involved. Students will investigate how these processes can impact people living along the coast and how people may manage these processes in order to reduce the impacts of coastal erosion and flooding.
 

RELIGIOUS EDUCATION

R.E - SUMMER
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Year 7 Pupils will consider what religions believe happens after death.

ART

ART - SUMMER

Year 7

Project 2 – Pupils will be extending their research on Gaudi to produce a clay model. This research should contain elements of natural forms. Their model may be spherical for those more advanced or a cylinder for those who will find these skills more challenging. Year 7’s will also require some basic knowledge on clay and joining methods.

MUSIC

MUSIC - SUMMER

Year 7

* Indonesian Gamelan: In this unit it introduces pupils to the timbres, rhythms, melodies and structure of the Indonesian Gamelan.  Pupils begin by exploring the cultural context of Gamelan before learning about the “interlocking” structure of Gamelan melodies, performing and composing their own “interlocking” melody parts. After further exploration into the timbres and roles of different Gamelan instruments, pupils work towards a class Gamelan-style performance of a traditional piece.  Finally, pupils use their learning from the unit to compose their own Gamelan-style piece based on one of the two most commonly used Gamelan scales.

* 20th Century Music: In this unit it introduces pupils to the development and conventions of minimalist music.  Beginning with Steve Reich’s “Clapping Music”, pupils analyse how minimalist composers use small rhythmic motifs to build up a bigger piece and learn about “phase shift”.  They apply their understanding by performing their own version of “Clapping Music” reading their own part from rhythm notation and composing their own rhythmic minimalist piece using features of “Clapping Music” using rhythm grid notation to record their polyrhythmic piece.  Pupils then move from rhythmic motifs to learn about melodic motifs and their use by minimalist composers such as Mike Oldfield and his minimalist piece “Tubular Bells”.  Pupils perform different parts to “Tubular Bells” creating a group arrangement using “phase in” and “phase out” techniques developing an awareness of how parts dropping out and coming back in are key features of minimalist music.  After a brief investigation into another piece of minimalist music - Terry Riley’s “In C” - pupils then use their knowledge, skills and understanding of minimalism to compose their own piece of minimalist music based on melodic motifs and minimalist compositional techniques.  Pupils evaluate their work and reflect upon their own and other’s roles within their ensemble identifying ways in which their own minimalist piece could be improved.  

PHYSICAL EDUCATION

P.E - SUMMER
Year 7 – Athletics events:- running, high jump, long jump, triple jump, shot, discus and javelin.  Rounders for girls and cricket for boys.

FRENCH

FRENCH - SUMMER
Year 7
Favourite activities and sports. Talking about what we do with our friends. TV programmes. Discussing what we and our friends did. Clothes.

PERSONAL SOCIAL HEALTH AND CITIZENSHIP EDUCATION

• PSHCE - SUMMER
  

Year 7:

• Alcohol and young people
• SRE- physical /emotional changes
• Citizenship- a look at different  forms of government
• Financial responsibility- to encourage students  to develop good habits for saving  and financial management.