The Year 7 Curriculum
Art and Design
Topic 1: Green Man
Developing sensitive/appropriate weight of line when drawing
Recognizing and replicating accurate areas of light and shade on an object to depict form and volume
The purpose of drawing, illustrated through artist/contextual references
Represent accuracy of shape and detail when drawing from observation
Application of oil pastels
Colour mixing using paint
A green man piece created in oil pastel
Continuous line drawing
Basic shapes/mapping out
The Green Man
Topic 2: Observational drawing
Mapping out basic shapes before adding fine detail
Develop accuracy of shape when drawing from observation
Recognizing and effectively replicate accurate areas of light and shade on an object to depict form and volume
Layering and blending colouring pencils to achieve tonality and volume
An observational drawing of a teddy bear, rendered.
Optical colour mixing
H/B pencils H(Hard) B(soft pencils)
Topic 3: Perspective
One point and two point perspective. How it is used to create the illusion of depth in art work.
Drawing from real life using one point perspective knowledge (lego)
Sensitivity in use of line when drawing
Sensitive application of colouring pencils
Use of Perspective in History
Andrea Mantegna, The Lamentation over the Dead Christ
One-point perspective initials
Two-point perspective street scene
Topic 4: Tints, shades and tones
How to mix tints, shades and tones
How to mix watercolours
Tints, shades and tones painting inspired by isometric patterns
Computer Science at Cottenham Village College aims to de-mystify key aspects of the digital world to develop our students’ knowledge so they can grow into confident digital citizens. It is important to us that the curriculum offers the chance for pupils to solve problems and make things for others that is fit for purpose. The curriculum map equips pupils with knowledge covering a broad range of topics including how the world is connected, developing languages, computer systems, and computational thinking. Pupils will be taught to use technology safely, respectfully and responsibly and will be given opportunities to identify a range of ways to report concerns about content. The intention of the curriculum is to also ensure that pupils become digitally literate and are able to express themselves and develop their ideas through their computing skills at a level suitable for the future workplace and as active participants in an online world.
Students have one lesson of computing a week. Below is an overview of what pupils will learn in Year 7.
- CVC’s Acceptable Use Policy (AUP)
- online identity and privacy
- passwords and security
- recognise inappropriate online content; cyber-bullying
- know how to deal with possible situations encountered online; how to report concerns
- how to send effective email messages
- Digital communication skills, use of ‘cloud’ technology, storage files/folders
History of Computing
- the history of computer science and key figures in history
- Charles Babbage, Ada Lovelace and the story of the Difference engine
- Alan Turing & the story of the Enigma machine/code-breaking
- Tim Berners-Lee & the World Wide Web/Internet
Computer hardware & software
- what is a computer?
- the purpose of key computer/tablet/smartphone components such as: CPU, motherboard, RAM, hard disk, & input/output devices
- an operating system and its purpose
- the benefits & drawbacks of cloud-based applications and locally stored software
- the binary number system, base-2 (0,1)
- converting binary to denary
- units of data: bits, bytes, kilobytes, megabytes, gigabytes, terabytes, petabytes
- Boolean logic (AND, OR, NOT)
- how the CPU works
- decryption and encryption
- encrypting messages using ciphers
- how a Caesar cipher works
- modern encryption, SSL
- graphical flow charts, intro to coding concepts
- what an algorithm is
- basic flowchart
- basic pseudo-code
- basic sorting & searching techniques
- interpreting a moderately complex flowchart (parking ticket dispenser)
- problem-solving skills
- programming using selection, iteration/loops, and variables
- creating a game which incorporates selection, iteration, variables
Text Programming (Small Basic)
- programming environment / IDE
- basic syntax
- program sequencing instructions
- program inputs / outputs
|Unit of work||Y7 Pencil Box|
|Description||Design and make a wooden pencil box. Introduction to the workshop and many of its tools.Develop 2D drawing skills, cutting, shaping and assembly skills. Develop research, presentation, skills, and peer assessment skills.|
|Main outcomes||A complete wooden pencil box with working lid complete with graphics|
|Key technical vocabulary||Tri square, tenon saw, bench hook, pillar drill, adhesive, chisel|
|Key skills developed||Drawing accurately to size. Marking out, cutting and shaping wood (natural and manufactured)|
|Further study||Could you design a similar product using a different opening mechanism? What other feature could improve the functionality of your product?|
|Unit of work||Y7 Pen Holder|
|Description||Design and make a functioning desk tidy/ pen holder using PVC foam, Acrylic and Aluminium.|
|Main practical outcomes||A complete and functioning pen holder inspired by biomimicry.|
|Key technical vocabulary||Acrylic, Aluminium, pop rivet, coping saw, pillar drill, biomimicry|
|Key skills developed||Researching into existing products, product analysis, designing to meet a brief. Cutting and shaping olymers and acrylics, riveting,|
|Further study||How does biomimicry help designers solve engineering problems|
|Unit of work||Y7 Textiles|
|Description||Design and make tablet or device cover. Applique decoration based on Moshi Monster design.|
|Main practical outcomes||A complete and functioning cover using a range of textile production techniques.|
|Key technical vocabulary||Felt, Applique, Blanket stitch, running stitch, Seam allowance, overstitch, cast off, perle|
|Key skills developed||Researching into existing products, product analysis, designing to meet a brief. Hand sewing skills, cutting and hemming textiles, applique,|
|Further study||How are the following fabrics made; silk, denim, Lycra, microfibre? How do the following work; zip fastener, Velcro, Gore-Tex, Nomex.|
In Food Technology, pupils will:
- Safety in the food room
- The four Cs of food hygiene
- Catering equipment
- How to wash up and clean the work station
- How to use a cooker
- Basic nutrition
Cook the following dishes…
- Fruit fusion
- Rocking rock cakes
- Bread rolls
- Homemade pizza
- Vegetable cous cous salad
- Apple and sultana crumble
- Mini fruit cakes
Overall Purpose of the Subject – Summary:
Drama is often associated with ‘play’, especially play that involves pretending to be someone else. This act of ‘play’ is an important element of children’s learning. Drama is playful in that it draws on and develops young people’s aptitude for learning about themselves and the world around them by pretending to be other people in other situations. Drama is a powerful learning tool for teaching our students about different perspectives, it shows them how to have empathy, and it helps them to learn in a creative way. Drama is associated with artistic practices and has significance in a diversity of cultural contexts. As a curriculum subject, it gives students a practical knowledge of how drama works as an art form and encourages them to recognise how drama is integral to cultures in different times and places. Drama education is particularly closely allied to other art subjects. Drama is the perfect vehicle to develop the vital skills of independence, appreciation, concentration, cooperation, confidence, creativity, commitment, communication and critical thinking. These skills aid the future platform for success in the future world.
Course Outline – Year 7
In Year 7 Drama, Darkwood Manor introduces students to the range of drama skills and convention to develop storytelling and characterisation through the genre of horror. This is built up through a series lessons based on Physical Theatre by highlighting the importance of the body on stage. Pupils are introduced to key strategies, which include: Still-image, Vocal Collage, Essence Machine, Narration, Though-tracking, Hot-seating, Physical Theatre and Role-play.
Pupils will encounter the following terminology:
- Fourth wall
- Facial expressions
- Dramatic Tension
In the second term, we explore Greek Theatre through the Myth of the Twelve Labours of Hercules with the focus on movement, timing and proxemic arrangement. Pupils will also be introduced to Greek Theatre and the use of Chorus by working as an ensemble.
Pupils will encounter the following terminology:
- Devil and Angel
- Fabric movement
- Thought -tracking
In the final term, pupils are introduced to Realism/Naturalism through -The Second World War project on Evacuees, allowing students to work individually and in small groups as part of a whole group. The main creative drive is to re-create realistic moments from the Evacuees’ journey, whilst improving their understanding and use of key strategies. The pupils have a brief introduction to the practitioner of Stanislavski to aid the characterisation process for the Evacuees project.
Pupils will encounter the following terminology:
- Magic If
- Given Circumstance
- Inner Monologue
How can you support your child?
The more performance students are introduced to, the more able they will develop their skills. Useful websites such as national theatre’s official website offer a wide range of activities and ideas to develop and perform, BBC Bitesize also includes pages on key practitioners, terms and script studies. The Cambridge Arts Theatre, The Junction, ADC and Mumford Theatre offer some excellent choices for young people today.
As part of ensuring we meet our pupils’ entitlement to know and learn about some of the best literature written, in each year of key stage three our pupils will read in full and study a 19th-century novel and a Shakespeare play. As well as this, pupils will also study two other areas over two half-terms. By the end of key stage three, pupils will have a deep knowledge and understanding of literary and linguistic terms and devices, features of key literary genres, and key contextual knowledge of the texts and writers they have studied in order to make sense of them. Across the three years, key themes will link their study of different pieces of literature and they will continue to make links between and across their three years of study. Milestone assessments are in each unit of study, but pupils are assessed regularly in other formal and informal ways throughout units. End of year exams test all areas that pupils have studied up until that point. An exam in Year 8, for example, will test knowledge and learning from Years 7 and 8. Our robust curriculum will fully prepare our pupils for the rigour and challenge of key stage four studies in English Language and English Literature.
|Year 7||Year 8||Year 9|
|1. The Hound of the Baskervilles (Conan Doyle)
2. Much Ado About Nothing (Shakespeare)
3. The Romantic poets
4. Gothic literature
|1. A Christmas Carol (Dickens)
2. Macbeth (Shakespeare)
3. WW1 poetry
4. Controversy (non-fiction)
|1. The Haunted Hotel (Collins)
2. Henry V (Shakespeare)
3. The Crucible (Miller)
4. An introduction to literary theory and criticism
|Autumn term||The Hound of the Baskervilles: Year 7 begin their English studies with this classic of crime fiction. Over the course of the Autumn term, pupils will read the novel in full exploring the characters, themes, the crime fiction genre and the setting of Victorian England. Their study of the novel will culminate in an analysis of how Conan Doyle creates an atmosphere of mystery and suspense in a passage taken from the novel. Pupils will also analyse Conan Doyle’s writing ‘thumbprint’, exploring his writing style and producing their own narrative piece in the style of Arthur Conan Doyle.|
|Spring term||Much Ado About Nothing: in the second term, pupils study Shakespeare’s much-loved comedy. Pupils will explore the comedy genre identifying these features in the play; the presentation of gender with particular focus on the depiction of women; themes of love, jealousy, duplicity and responsibility. Pupils’ study will work towards an analysis of Shakespeare’s presentation of Beatrice in the play. Pupils will also complete a speaking and listening task, a discussion of Don John’s role as villain.|
|Summer half-term 1||The Romantic poets: this scheme of work explores key poetic figures in the Romantic movement. Pupils will learn about the Romantic movement before exploring poetry by William Wordsworth, Percy Bysshe Shelley and William Blake. Pupils will primarily focus on Blake’s poetry from ‘Songs of Innocence and Experience’, learning key poetic terminology and analysing the way Blake’s attitudes towards industrialisation and the French Revolution are expressed in his poetry.|
|Summer half-term 2||Gothic literature: in the final part of Year 7, pupils will immerse themselves in all things gothic. Starting with what is thought to be the first gothic novel, The Castle of Otranto, pupils will explore passages and excerpts from classic gothic tales from the 17th-century through to the modern-day. Through a chronological approach, pupils will be able to chart the development of the genre, developing themes, key literary features and techniques. In the course of their study, pupils will revisit The Hound of the Baskervilles, exploring how much Conan Doyle may have been influenced by the genre when creating his classic. Finally, pupils will put all their knowledge into practice, creating and writing their own gothic piece using the features and devices of the genre.|
The Year 7 Geography curriculum introduces students to a variety of geographical topics, both physical and human. The curriculum is outlined below, along with suggested resources for use at home and the key terminology relating to this curriculum. During the units of study additional resources or web sites may be given to the students. The skills introduced in year 7 are then used and developed throughout Key Stage 3. Some assessments are work in progress.
Unit One: Introduction to Geography.
- What is geography?
- How can geography be categorised.
- Locating continents and oceans.
- ASSESSMENT: Short knowledge test on introduction to Geography unit
Unit Two: Map and Atlas Skills.
- How to use an atlas: Latitude and Longitude skills.
- Map symbols.
- Grid references: 4 and 6 figure.
- Relief: contours, spot heights and cross-sections.
- Identifying map features.
- Applying map skills, using Ordnance Survey (OS) maps, throughout the unit.
- ASSESSMENT: Booklet on map and atlas skills
Unit Three: Discovering the United Kingdom (UK)
- What are the UK, the British Isles and Great Britain.
- Major physical features of the UK: mountains, rivers, seas, hills.
- Urban areas of the UK.
- Employment in the UK: How can jobs be categorised?
- Climate of the UK: explaining the formation of rainfall, the factors affecting temperature, explaining the climate of the UK?
- ASSESSMENT: Test on the UK.
Unit Four: Landscapes and Biomes
- What is a landscape and how can it be described.
- World climatic zones.
- Characteristics of major world biomes: An independent research task on a biome is carried out.
- ASSESSMENT: Presentation of individual research project on a biome.
Unit Five: Africa
- Introduction to Africa
- Africa- scale and diversity
- Misconceptions of Africa
- Conflict in Sudan
- Sudan- hope for the future
- Ghana- an economic success story
- Ghana- moving forward.
BBC Bitesize- KS3 Geography
lizardpoint.com/geography- good online quizzes
Weather forecast on TV-BBC is particularly good or in newspapers
There are often good documentaries on television which students will be alerted to as well as any geographical events which occur locally, nationally or internationally. Also, geographical events that occur in the world and may be relevant to units of study.
|Topic||Question||Type of Thinking||Content||Assessment|
|Medieval History||Who were the Vikings?||Diversity||Viking raids; Viking settlements in England, Ireland, Scotland, Normandy and the Rus; Viking influence around Europe and beyond.||Short essay|
|Why did William win the Battle of Hastings?||Causation||Edward the Confessor; claimants to the throne in 1066; the battles of Fulford, Stamford Bridge and Hastings.||Class work|
|How far did the Norman Conquest change England?||Change||The feudal system; changes in language; religious changes; Domesday Book.||Essay|
|How silly is Monty Python’s view of medieval England?||Use of Evidence||Life in a medieval village; the deserted medieval village at Wharram Percy.||Letter|
|Why could nobody in medieval England ignore the Church?||Sense of period||Medieval ideas about Heaven and Hell; the role of the Church in charity and punishment.||Board Game|
|Why did the peasants revolt in 1381?||Causation||The Black Death; the Hundred Years’ War; changing religious ideas; poll taxes; the Peasants’ Revolt.||Essay|
|What made a good medieval king?||Sense of period||Medieval kings from William I to Henry V.||Class work|
|Which medieval woman’s story deserves to be in our textbook?||Significance||Margery Kempe; Julian of Norwich; Eleanor of Aquitaine; Margaret of Anjou.||‘Textbook’ Page|
|TERM||Relevant number skills are taught continuously in appropriate places|
|Sequences||Letter symbols as numbers in terms, expressions and equations.
First 5 triangular numbers
Square numbers up to 12×12
Simple sequences from term-to-term rules
Simple sequences from position-to-term rules
Sequences from patterns or practical contexts
Use of symbolism for sequences eg u2 or un+1
|Different roles of letters in equations, formulae, functions
Squares, positive and negative square roots, cubes and cube roots, small integer powers
Simple algebraic functions
|Number theory||Recognise odd and even
Show results of adding pairs of odd/even in diagrams
Multiples of 2, 3, 4, 5, 6, 7, 8, 9, 10
Divisibility by 2, 4, 5, 10, 100
Factor pairs for numbers up to 100
Prime numbers less than 100
Prime factors for numbers up to 100
Common factor, highest common factor
Lowest common multiple
Write one number as fraction of another
Convert decimals into fractions
Compare simple fractions
Percentages as number out of 100
Calculate simple percentages
|Recognise odd and even given algebraically
Recurring decimals as fractions
Percentages to compare proportions
|Probability||Equivalence of fractions/decimals/percentages
Mutually exclusive outcomes of single event
Estimate probabilities form simple experiments
|Know how to work out probability of event not occurring ie 1 – p|
|Data||Tally charts and frequency tables
Venn and Carroll diagrams
Frequency diagrams for grouped discrete data
Mode, median, range
Mean including from frequency table
Compare two distributions using range and an average
|Diagrams for discrete and continuous data
Stem and leaf diagrams
Compare two distributions using range and one or more of median, mode, mean
|Points and lines||Vocabulary, notation and conventions for labelling lines and angles
Acute, obtuse, reflex angles
Estimate, measure and draw angles
Parallel and perpendicular lines
Vertically opposite angles
Angles at a point
Angles on a straight line
Angles in a triangle
Properties of triangles
Properties of quadrilaterals
Solve problems involving angles
|Alternate and corresponding angles
Mid-point of line segment
Solve problems involving angles giving reasons
|Equations and formulae||Use = < > correctly
Expand single brackets
Collect like terms
Solve simple equations, unknown on one side
|Solve equations with unknown on both sides|
|Ratio and proportion||Use ratio notation
Divide in a given ratio (two parts)
Use percentage for simple proportions
|Divide in a given ratio (more than 2 parts)|
|Shapes and solids||Properties of polygons and 3D solids
Drawing nets accurately
|Plans and elevations
Classifying quadrilaterals by their geometric properties
|Cubes||Nets of cubes
Making cubes from nets
Origami cube (Sonobe cube)
|Measure||Metric units of length, area, mass, volume
Area of rectangle
Perimeter and area of compound shapes made from rectangles
|Derive and use formulae for area of triangle, parallelogram, trapezium
Areas of compound shapes
Volume of cuboids and compound shapes made from cuboids
Surface areas of cuboids and compound shapes made from cuboids
|CVC student||Project to collect, represent and interpret data by using their own body measurements and ideas from Vitruvian Man and Gulliver’s Travels|
|Graphs and lines||Use rules to generate simple linear functions
Recognise simple number sequences as straight line graphs
Plot simple linear functions
|Recognise y = mx + c|
Modern Foreign Languages
Autumn Term (September – December): Personal information, school, family and friends
Students learn and revise how to talk and write about themselves, give opinions on school subjects and describe their family, pets and friends, with a focus on developing their understanding of basic French pronunciation, spelling and grammatical structures including nouns and articles, common irregular verbs, adjectives and possessive adjectives. They will also cover basic phonics and the relationship between spoken and written French.
Spring Term (January-Easter): House, home, free time, food and drink
Students learn to talk and write in more detail about their house and home, free time activities and eating and drinking habits. They will learn new grammatical structures including regular -er verbs, additional common irregular verbs and negatives and be introduced to the past tense.
Summer term (Easter – July): Local area and lifestyle
Students learn to talk and write in more detail about their local area, clothing, weather and weekend activities. They will develop their understanding of the present tense of regular verbs and learn how to describe their daily routine using reflexive verbs.
Work throughout the year is assessed by regular homework tasks, vocabulary/grammar tests and half termly assessments covering the four skill areas (listening, speaking, reading/translation into English, writing/translation into French). The end of year exam will cover topics and grammar points from over the course of the year. Students will receive detailed marking and feedback (which they will be expected to respond to) on one homework task per half term.
All topics covered throughout the year will encourage students to develop their spoken and written French by:
- Using a range of opinions and justifying them with reasons why
- Using intensifiers and connectives to extend sentences and add detail to their work
- Using the grammar and vocabulary covered across a range of topic areas and to suit different audiences and purposes
To support their learning at home students could:
- Consolidate material covered in class through regular revision
- Develop their written and spoken French into longer, more detailed paragraphs
- Re-read class notes and revise new verb forms and vocabulary carefully
- Practise pronouncing and spelling new words
- Learn key grammatical structures (rules and examples of each structure) off by heart
- Begin to recognise patterns in order to develop their understanding of the new language
- Review their class work and identify areas where they require further support
- Review written homework to check for accuracy before handing in
www.linguascope.com – username and password can be obtained from any of the Modern Languages teachers
Textbook: Allez 1 published by Oxford University Press
“Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything.” (Plato)
Music is a universal language that plays a distinct role within the performing arts and a well-rounded curriculum. Students experience music by engaging with all the senses, which can inspire a great love of music. It is a very creative subject that provides opportunities for individual expression. When performing to an audience, students develop their confidence and resilience and experience a great sense of achievement.
The aim of music at CVC is to develop an enjoyment of music making in every child by experiencing a lesson as a musician. Knowledge is therefore predominantly acquired through direct contact and active participation with music and not merely by learning about it. Musical problem solving takes place through aural perception to understand, appreciate and improve on the key skills of performing or composing process. The goal is for students to collaborate with independency and ownership of their outcomes. Through an exposure to the processes and conventions of a broad range of styles, students can truly bring their own music alive, whilst deepening their cultural and social understanding.
Key skills in music
Performing in time with confidence and expression.
Whilst performing on a variety of instruments, contextual learning takes place as students learn how different musicians interact, their roles, the use of different forms of notation, technology and audiences. (students learning an instrument externally are encouraged to use this skill in class, including sequencing, rap and beatbox).
Composing to generate, develop and structure ideas to captivate an audience.
Pupils will develop their ability to compose, improvise and notate music material through both live performance and music technology (Sibelius, Garageband and Pro-Logic). They will explore a variety of musical elements, devices, structures and styles.
Listening to recognise musical features and evaluate the impact these have on the mood, purpose and style.
Students receive a baseline listening assessment at the start of year 7 which focuses on basic recognition of instruments, voices, metres and devices. This lays the foundation for further understanding within the course. Aural perception is questioned at regular stages of a lesson with the acknowledgement of rudiments and specific features in music of their own and others work.
Year 7 curriculum
The curriculum is progressive requiring students to work with increasingly complex elements of music throughout KS3. In Year 7, students learn how music fits together, how patterns are layered and combined within simple structures, from different periods and cultures worldwide.
Arriba: Students perform this piece as part of a jazz band, becoming aware of the roles of instruments in both the front line and rhythm section and structural changes within a piece including an awareness of the head tune and improvisation. (HWK: Jazz artists and traditions through time)
Gamelan: Students learn about the relevance of music in all Indonesian social events, the instrument sounds and the way in which the parts connect to a repeating core melody. They perform a multi-layered piece. (Ext: If appropriate this piece is fused with a Christmas song and highlighted in the Christmas concert)
Time Flies: Students perform a multi-layered rhythmic piece following stave notation. Aspects of dynamics, unison and balance are reinforced throughout. This is extended to a Sibelius rhythmic composition to reinforce note values. (HWK: revising note values and rhythm words)
Advert Music: Students reflect on minimalist music for different adverts and describe how the music impacts on the product. This provides a good transition to the use of major scales and ways in which melodic ideas can be developed from simple cells. (HWK: revise rhythmic and pitch notation for a class test)
John Henry (Gospel Music): Students learn about the myth about a freed slave, and the context of spirituals. They develop vocal and keyboard skills to create an arrangement of a song. Call and response, unison and harmony and accompaniment ideas are explored using different tempos to create contrasting moods. (HWK: revise accompaniment styles, melody phrasing and vocal textures)
Extravaganza: Students take part in an arrangement of a song from a musical which showcases music specialism in year 7. They are invited to collaborate with extra-curricular music groups to form the highlight of the summer concert. Year 7 leaders will be invited to teach the piece to year 6 in an even larger collaboration.
Further progression and the wider curriculum
Students will be expected to take on more demanding, significant parts and roles within an ensemble. To progress further students are encouraged, as a homework extension, to take learning beyond the classroom to instil further confidence in developing themselves as young musicians.
Learning an instrument: Developing a skill on an instrument requires physical and mental agility with practice and rehearsal taking place at home, between class lessons. This can be aided through internet or manual based guidance, through independent tuition outside of school or with CVC’s dedicated team of instrumental specialists, within curriculum time. Please check www.chordfind showing fingers for any guitar chord and www.drummerworld showcasing masters at work. (‘Instrumental interest’ forms can be obtained from the web and sent to Miss Manser. email@example.com
Theory: in addition to revision booklets shared with each student, independent study of theory via online apps or theory club might include ‘Music theory guy’ (www.musictheory.net), Teoria (tutorials and exercises for music theory and ear training). www.bbc.co.uk/gcsebitesize/elementsofmusic , www.dsokids.com, www.youtube.com exploring a wide range of instruments and styles.
Enrichment activities: The school have an Orchestra to Rock and Pop group which run after school throughout the year. Further groups such as the Jazz band, woodwind group, year 7 and 8 vocal group and theory club run at specific points in the year. The school also take opportunities, when available to invite students to work alongside outside musicians and participate in half-term workshops. Students can further sharpen their musical awareness and collaborate within an increasingly mature social setting.
Events: Students are encouraged to participate in a variety of events held throughout the year. The emphasis is not on competition and individual success, but an opportunity for different ages to come together, inspire, nurture, support each other and work as a team with achievements becoming a collective responsibility. They not only give the school and students an identity but create unforgettable memories. Regular annual events include the Christmas and Summer concert in which both extra-curricular and curricular work are showcased, such as the ‘Extravaganza pieces’, which involve a huge collaboration between instrumental and vocal groups, driven from class performance projects. Other events include the GCSE Music Showcase, King’s College Carol Concert, Young Performer’s Recital, and a ‘Battle of the Bands’ competition led and mentored by year 9 music leaders.
By the end of year 7 all student should know and be able to do the following. All students will get the opportunity to take part in all the following sports, however, with Rugby and Hockey they will also get the chance to specialise and choose which one they would rather take further.
|SPORTS||TERMS & VOCABULARY||CAN DO SKILLS||APPLICATION & UNDERSTANDING||CONTEXT|
|RUGBY||Pass, receive, ruck, maul, offside, support, dodge,||Pass backwards/ run forwards, ruck & maul, tackle technique. Taking contact.||The understanding of what to do when you are a ball carrier or in a support role.Decisions to be made when you make contact or are tackled.Safety rules and boundary rules.||3 v 1, 4 v 2, 5 v 3, 5 v 5 games, all moving in a particular direction to gain territory.|
|HOCKEY||Push pass, dribble, hit, centre pass, sidelines, tackling, shoot, attacking, defending, midfield. Reverse stick||Correct grip, push pass, dribble, hit, reverse stick.||Safety rules and boundary rules.Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding space.||1 v 1, 2 v 1, 2 v 2, 3 v 3 & 4 v 4 games.|
|NETBALL||Pass, receive, dodge, move, positions, offside, obstruction, contact, penalty pass, free pass,||Chest pass, single handed pass, bounce pass, dodging,||Safety rules and boundary rules.Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding and making space.||Smaller even-sided games across the court.Half court games 4 v 3. All 7 positions|
|GYMNASTICS||Body tension, control, sequence, strength, flexibility, movement, level, speed, direction, balance, travelling, timing, synchronisation. Azes of movement; longitudinal, frontal and transverse.||Individual balances, partner balances, forward roll, backward roll, log roll, teddy bear roll, travelling movements.||Safety rules.Performing sequences that fulfill specified criteria, exhibiting movement that is controlled and can be repeated. They need to practice and evaluate their sequence to refine and develop their performance.||Produce a sequence, either individual or partner with travel and balance.|
|FITNESS||Strength, suppleness, speed, stamina, programme, circuit training, warm – up, cool down||Use of all equipment safely and with the correct technique.||Safety rules.To be able to move around a circuit training programme and also to follow a set programme.||Types of training; circuit, programmes, working in pairs.|
|TABLE TENNIS||Forehand, backhand, ready position, push and drive||Serve, grip, forehand & backhand push and drive.||Getting out and putting away tables safely. To be able to move into the correct position to play the ball back effectively. They will understand the difference between a cooperative rally and a competitive one and what you should be doing differently in each situation.||Rallying cooperatively,Singles games|
|FOOTBALL||Pass, dribble, hit, centre pass, sidelines, shoot, attacking, defending, midfield.||Dribble, pass, shoot, control, tackle, jockeying||Safety rules and boundary rules.Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding space.||Individual ball skills. Small sided games with unequal sides.|
|ATHLETICS||Track events, field events, 100m, 800m, shot putt, long jump. Technique, throw, relay.||Sprinting, sprint starts, dip finish. Pacing, throwing, jumping. Measuring using stopwatch and tape measure.||Safety rules and boundary rules.Sprinting and distance techniques and the difference between them. The ability to start and pick up during sprinting. To be able to coach and help each other with regards to technique.||Individual performance with partner support and feedback.Personal bests and in maximal effort.|
|CRICKET||Bowling, batting, long barrier, fielding, catching, stumps, overarm, underarm, sidearm, dismissals. crease , wicket keeper, backing up.||Different kinds of throw appropriate to the situation. Catch, strike, delivery in various ways.||Safety rules and boundary rules and markings..Attacking and defending. Decisions made as a batter and fielder. Bowling for cooperative and competitive situations. Communication between batting pair.||Individual skills. Paired throwing and catching.Pairs cricket game|
|ROUNDERS||Bowling, batter, long barrier, overarm, underarm, fielding, posts, bases. ½ rounder, out. Back stop, boxes, backing up.||Different kinds of throw appropriate for the situation. Catch, hit, bowl.||Safety rules and boundary rules and markings.Attacking and defending. Decisions made as a batter and fielder. Communication between fielders to help make decisions.||Individual skills. Paired throwing and catchingFull game.|
Major Muscles: Biceps, triceps, gastrocnemius, abdominals, quadriceps, hamstrings.
Main bones for support and protection: Cranium, ribs, femur, tibia, humerus.
Joints: Freely moveable or synovial. Knee and elbow.
Role of ligaments: support and prevent dislocation.
Warm – up: Mobilisation, light jog and dynamic stretches.
Cool down: Light jog, stretches and gradually decrease body temperature.
Short term effects of exercise: Increase heart rate, breathing rate and muscle temperature. Prevent injury.
Long term effects of exercise: Increased muscle size, increased stamina, complete everyday tasks without tiring.
Religion, Philosophy and Ethics
|Topic||What students will be learning|
|Topic 1 – Why RPE? R – ReligionP – PhilosophyE – Ethics This unit explores why we do RPE and the ultimate questions that students will encounter throughout KS3 and 4. The students then move on to their first ethics topic.||
|Topic 2 – Is Meat Murder?
The students first ethics topic – it will cover both the knowledge and skills required to enable students to debate productively. This unit looks at what worldviews say about eating meat and will enable students to consider the moral implications.
|Topic 3 – History of Belief Part 1 – What is religion? A short topic that explores what religion is, why it is important and how it has evolved.||
|Topic 4 – History of Belief Part 2 – Hinduism||
|Topic 5 – Should the death penalty be reintroduced in the UK? This unit looks at the ideas of why and how we punish people in this society and compare it to religious teachings on the subject.||
Studying Science at CVC is a five-year journey that fosters a love of the subject, develops enquiry skills and gives students the opportunity to discover how fascinating the universe is. Learning is embedded through the development of knowledge and practical skills over time. The science staff are experts in their fields of biology, chemistry and physics. Students will learn the skills of scientists in an enriching, laboratory-based environment that will challenge and push students to achieve their potential, thus preparing them for a wealth of exciting and rewarding career opportunities in science and related areas. Our goal is to shape the minds of our pupils so that one day they can create life-changing applications from fundamental scientific knowledge.
Our focus in Key Stage 3 (KS3):
In KS3 pupils will focus on learning the fundamental knowledge required for Biology, Physics and Chemistry. The curriculum is designed so that students of all abilities make progress towards developing the skills required, whilst forming a solid understanding of a range of scientific concepts. In Chemistry this includes learning about elements, compounds and how to navigate the periodic table. Pupils will find out how discoveries about atomic structure led to the development of the periodic table. In Biology, pupils will learn about the structure of plant and animal cells, how cells become specialised and why cellular processes like respiration and photosynthesis are fundamental to life. In Physics, pupils will learn why forces are so important, how objects interact with each other and learn about Newton’s laws of motion. Transfer of energy involved in all interactions. Pupils will build upon their knowledge of atomic structure and discover how electrons and electricity are related; they will become confident at calculating resistance, current and voltage. Extended writing and mathematical skills within topics will allow pupils to develop their scientific vocabulary and analytical skills
KS3 Curriculum – Years 7, 8 and 9 Overview
|Year 7||Introduction to ScienceForcesCells and OrganisationAtoms||EnergyHuman ReproductionSeparating SubstancesSpace||Plant ReproductionAcidsWaves: Light and Sound|
|Year 8||Waves: LightRespirationPeriodic Table||Health and DigestionElectricity and Magnetism||Interdependence and photosynthesisEarth and Atmosphere|
|Year 9||Inheritance and EvolutionChemical ReactionsMathematical PhysicsScientific Processes and Methods||GCSE syllabus begins|
Year 7 Science Curriculum
Introduction to science
In this topic cover safety, science equipment, measuring, using a Bunsen burner and investigative skills.
This topic covers forces as pushes or pulls, arising from the interaction between two objects. Using force arrows in diagrams, adding forces in one dimension, balanced and unbalanced forces. Forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water.
Cells and Organisation
Students cover cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope. The structures of a cell and their functions, similarities and differences between plant and animal cells. They will also cover the difference between unicellular and multicellular, the structural adaptations of unicellular organisms and the hierarchical organisation of multicellular organisms. The students will also learn about the role of diffusion in the movement of materials in and between cells.
This includes Dalton’s simple atomic model, atoms and molecules as particles, the differences between atoms, elements and compounds. The properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure. Changes of state in terms of the particle model.
This topic includes energy as a quantity that can be quantified and calculated. Energy sources and the advantages/disadvantages of renewable and non-renewable fuels. The concept that total energy has the same value before and after a change. Other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels.
Using humans as an example of a mammal this will include the structure and function of the male and female reproductive systems, menstrual cycle, gametes, fertilisation, gestation and birth including the effect of maternal lifestyle on the foetus through the placenta.
This covers the concept of a pure substance, identification of pure substances, mixtures including dissolving and simple techniques for separating mixtures including filtration, evaporation, distillation and chromatography.
Space will encompass gravity force, how to calculate weight, the difference in weight on different planets, gravity forces between the Earth and Moon and between the Earth and Sun. It will then cover the seasons and the Earth’s tilt, our Sun as a star, other stars in our galaxy, other galaxies and light years as a unit of astronomical distance.
This topic includes flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms.
This topic covers the pH scale for measuring acidity/alkalinity; and indicators. Defining acids and alkalis in terms of neutralisation reactions.
This topic will introduce the concept of waves and the transfer of energy. The similarities and differences between light waves and waves in matter. The frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound.