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The Piggott School

A Church of England Academy

Year 7 Curriculum

See how well our Year 7 students are settling in this year - Term 1 2020!

 

 

English

Year 7 - All work is issued via Show My Homework and/ or Google Classroom.

Term 5 – Non-fiction texts

Students have the opportunity to explore a range of non-fiction texts from across different centuries, focusing on a different form each week.

Each week students will read four different texts, or extracts from longer texts, and complete three sets of tasks: comprehension, identifying and exploring stylistic features, creative writing.

Week 1 – Diaries

Week 2 – Letters

Week 3 – Speeches

Week 4 – Articles

Week 5 – (Auto) Biographies

All twenty texts and their accompanying tasks are found within the one booklet. Each week is clearly identifiable and students are expected to complete the work a week at a time.

Term 6 – Robinson Crusoe

Students will be issued with a project-based booklet exploring extracts from Robinson Crusoe by Daniel Defoe.

Students will also have the opportunity to explore some of the context surrounding the text and its creation.

This term students will continue to practise their comprehension and analysis skills, as well as having the opportunity to think and work creatively.

Ongoing Work

Just as they would be doing were we to still be in school, students should also be reading for at least 20 minutes a day.

Year 7 have a reading list with recommended texts that complement each term’s scheme of learning – these can be found on the Piggott Sharepoint in the 2019-20 Home Learning Folder in the English section. There is also a reading list featuring texts from other cultures (we might not currently be able to travel abroad physically, but it does not mean we can’t imagine and learn about other places).

Audible stories have also made a number of texts free to listen to:

https://stories.audible.com/start-listen

An ‘Extension Tasks’ folder can also be found on the Piggott Sharepoint in English/ Home Learning 2019-20.

In cases where students had more than one additional teacher, some ‘non-lead’ teachers may set additional small tasks. Other ‘non-lead’ teachers may liaise directly with the lead teacher and leave the setting of work to them solely. 

 

Mathematics

Number          

1          Positive Real Numbers

1.1       Place Values and Rounding Integers

1.2       Addition

1.3       Subtraction

1.4       Multiplication

1.5       Division

1.6       Index notation, Powers & Roots

1.7       Order of Operations and Using a Calculator

1.8       Factors and Multiples      

Number          

2          Negative Real Numbers

2.1       Negative Numbers and the Number Line

2.2       Addition and Subtraction of Negative Integers

2.3       Multiplication, Division of Negative Integers          

Algebra          

3          Introduction to Algebra

3.1       Letters to Represent Integers

3.2       Substituting Numbers for Letters

3.3       Writing Algebraic Expressions and Formulae

3.4       Like Terms and Unlike Terms

3.5       Addition and Subtraction of Linear Expressions     

Algebra          

4          Equations

4.1       Solving Equations in One Variable

4.2       Writing Equations to Solve Problems           

Number          

5          Fractions

5.1       Quantities as Fractions

5.2       Equivalent Fractions and Comparing Fractions

5.3       Addition and Subtraction of Fractions

5.4       Multiplication of Fractions

5.5       Division of Fractions

5.6       Rational Numbers and Using a Calculator      

Number          

6          Decimals

6.1       Place Values, Ordering and Rounding of Decimal Numbers

6.2       Addition and Subtraction of Decimals

6.3       Multiplication of Decimals

6.4       Division of a Decimal

6.5       Mental Calculation and Conversion between Units

Number          

7          Percentages

7.1       Meaning of Percentage

7.2       Percentage of a Quantity 

Geometry       

8          Angles Parallel lines and Triangles

8.1       Points, Lines and Planes

8.2       Angles

Geometry       

9          Transformations Symmetry and Congruence

9.1       Transformations

9.2       Symmetry

9.3       Congruence

Geometry       

10        Perimeter and Area

10.1     Perimeter and Area of a Triangle

10.4     Perimeter and Area Problems

Geometry       

11        Volume and Surface Area of Cuboids including cubes

11.1     Nets of Cuboids, including Cubes

11.2     Surface Area of Cuboids, including Cubes,

11.3     Volumes of Cuboids, including Cubes

Statistics         

12        Collecting, organising, displaying data

12.1     Collection of Data

12.2     Organisation of Data

12.3     Pictograms, Vertical Line Charts and Bar Charts

 

Science

We follow the AQA Activate study programme, consisting of 10 ‘big ideas’ taught in both year 7 and 8.

In Year 7, we follow Activate 1. The pupils can access the textbook for this on Kerboodle. Class teachers will also often set interactive tasks and homework using the Kerboodle system, to encourage independent learning and to use technology to provide feedback to students.

In the Autumn/Winter term, all students will cover the following topics;

  • Biology – Organisms
  • Chemistry – Particle Model
  • Physics - Energy

In the Spring term, all students will cover the following topics;

  • Biology – Eco-systems
  • Chemistry – Reactions
  • Physics - Waves

In the Summer term, all students will cover the following topics;

  • Biology – Reproduction + Variation
  • Chemistry – Separating Mixtures
  • Physics – Forces + Universe

Every topic will finish with an end of topic test, and a lesson to reflect on the student’s progress and identify any areas that need revisiting. Our curriculum means that we are always revisiting topics to build on the foundations so will be able to pick up anything that pupils are finding tricky.

 

Geography

 

History

Students spend the first half of Year 7 studying Britain 1066-1509. The work is divided into a number of key themes:-

Key Theme 1: How did medieval monarchs keep control?

·         Who had the best claim to the English throne?

·         What happened during the Norman invasion?

·         Why did the Normans win the Battle of Hastings?

·         How did the feudal system work?

·         How and why did castles change?

·         Why was it so difficult for kings to control the Church?

·         How did King John anger the barons?

·         Has History judged King John fairly?

·         Which kings had most control?

Key Theme 2: How hard was life for people in medieval town and country?

·         What were the causes of the Black Death?

·         What were the symptoms of the Black Death?

·         What were the consequences of the Black Death?

·         Why did the people rebel in 1381?

·         What was medieval life like?

Key Theme 3: How did medieval religion affect people’s lives?

·         Why could no one ignore the Church?

Review: How much did Britain change between 1066 and 1509?

 

From approximately February half term, they study Britain 1509-1745:

Key Theme 1: How important was religion in the period 1509-1745?

·         Why and how did Henry VIII make the Break with Rome?

·         What were the consequences of the Break with Rome?

·         When was it most dangerous to speak your mind?

·         Was Guy Fawkes set up?

·         How far do you agree with The Pogues about Cromwell?

Key Theme 2: In what ways did monarchs become less powerful?

·         Why did the Mary Rose sink?

·         How did Elizabeth’s decisions affect her power?

·         How significant was the English Civil War?

·         Who had control after 1660?

Key Theme 3: What was life like in Britain 1509-1745?

·         How diverse was Tudor society?

·         Did a baker burn down London in 1666?

 

In the summer term, students start to look at Britain 1745-1901

Key Theme 1: Was there a revolution in Britain 1745-1901?

·         Britain 1745-1901: what changed?

·         What does a donkey have to do with the cotton industry?

Key Theme 2: What was life like for people in Britain 1745-1901?

·         What were working conditions like?

·         What should be done about working conditions?

·         What were conditions like in 19th century industrial towns?

Key Theme 3: How did Britain become a more democratic society?

·         What was wrong with democracy in the 1820s?

·         Were the Luddites just mindless thugs?

·         Why did people fight for the right to vote?

·         How effectively did women campaign for electoral reform?

 

Languages
French

Wrk will be set on each of the following themes in various forms, but most likely a PowerPoint or a worksheet that will specify notes that need to be copied into exercise books and will include a variety of tasks that need to be completed and self-corrected with an answer sheet.
Regular vocab learning will also be set as well as Duolingo once a fortnight.

Au collège (At school):
•    A day at school - regular present tense -er verb endings 
•    Uniform

En ville (In town):
•    Places in town, including simple directions 
•    Café menu and ordering
•    Buying souvenirs/market items 

A la maison (At home):
•    Say/describe where you live and describe house / floors / rooms
•    Bedroom + il y a / il n'y a pas de... / j'ai / je n'ai pas de...

 

German

Half Term 1

  1. Introduce sports – with verbs to play / to go
  2. Add opinions (likes / dislikes and other opinion phrases)
  3. Introduce basic hobbies with range of verbs in first person. Higher sets should include paradigms of regular and irregular verbs
  4. Möchtest du – making invitations plus word order

Half Term 2

  1. Introducing school subjects with opinions and reasons (using denn and weil – if set 1 or 2)
  2. Talking about schooluniform (items of clothing and tragen)
  3. Timetable and time using online resources to introduce this
 
Spanish

Outline of Work Summer Term 2020

Work will be set on each of the following themes in various forms, but most likely a PowerPoint/Googleslide or a worksheet that will specify notes that need to be copied into exercise books and will include a variety of tasks that need to be completed and self-corrected with an answer sheet.
Regular vocab learning will also be set as well as Duolingo / Memrise once a fortnight.

Module 4 Descripciones – Descriptions

  • Hair and eyes
  • Facial features
  • Stature
  • Present and imperfect tense
  • Reading about crimes looking for Cognates
  • Wanted Poster describing a criminal

Module 5 El colegio – School

  • School subjects
  • Giving opinions using adjectives
  • Saying what your favourite subject is
  • Telling the time
  • Speak about your school timetable
  • Describe what your school is like and what there is / isn’t 
 
Chinese

Year 7 Chinese Outline of Work Summer Term 2020

Work will be set on each of the following themes in various forms, but most likely a PowerPoint or a worksheet that will specify notes that need to be copied into exercise books and will include a variety of tasks that need to be completed and self-corrected with an answer sheet.

继续学习家(Continue study: At home)
生日(My birthday)

  • Knowing how to say yourself and family member’s birthday 
  • Make sure remember the birthday date’s order. 

动物 (My pets):

  • Knowing how to say, read and write these vocabulary in Chinese. 
  • Knowing how describe these animals using correct measure words.

中国人的家( Culture knowledge of Chinese family)

  • Different culture between Chinese and English. 

爱好 (Hobbies):

  • Learning four hobbies at first lesson
  • I like watching TV (continue learn more hobbies)
  • Can you swim (Merge to sport)
  • I surf the net on Monday
  • Young people’s hobbies

学校 (School):

  • Chinese is cool!  
  • What time is your class?
  • My timetable
  • Is your class big ?
  • School in China ( Culture knowledge)

 

Religious Education

Topic 1: Hinduism

Lesson 1 - Hindu Key beliefs
Lesson 2 - Karma and Reincarnation
Lesson 3 - Scriptures
Lesson 4 - Symbolism and the Hindu Temple
Lesson 5 - Hindu worship and the Temple at Home
Lesson 6 - 4 Stages of Life in Hinduism 
Lesson 7 - Hindu Festivals

Topic 2: Judaism

Lesson 1 - Abraham
Lesson 2 - Exodus and Moses
Lesson 3 - Pesach
Lesson 4 - Shabbat
Lesson 5 - Kosher
Lesson 6 - Torah and Shema
Lesson 7 -Synagogue
Lesson 8 - Holocaust 

 

Design and Technology

Due to the nature of the Design & Technology course it is, unfortunately, not possible for students to complete the same content that they would have studied in school at home. We will therefore set a number of different mini design tasks that will enable the students to develop the same creative and problem-solving skills at home. We will try and make these tasks as flexible as possible as we appreciate that students may be limited by the resources available at home.

If possible, students should submit evidence of the work that they have produced online via SMHW.

Each mini design task will focus on developing the following skills:

Key stage 3
Through a variety of creative and practical activities, pupils should be develop the knowledge, understanding and skills needed to engage in an iterative process of designing and making.
Design
Use research and exploration to identify and understand user needs.
Identify and solve their own design problems and understand how to reformulate problems given to them.
Develop and communicate design ideas using annotated sketches.
Make
Select from and use a range of materials taking into account their properties. (we understand that students will not have access to materials, but they should still consider material properties when designing)
Evaluate
Test, evaluate and refine their ideas and products.

Other Resources Available:

Pupil Portal — Albany Academy
Focus e-learning – This gives access to a number of online resources that can be accessed via a smartphone, tablet or computer. The relevant Focus e-learning link will be included on the tasks set on SMHW as this can only be accessed via the school’s licence.

SOLIDWORKS | 3D CAD Software Packages for Education

SolidWorks 3D CAD modelling – CAD modelling can help develop skills that apply to a number of different industries including product design, architecture, engineering, computer game design and animation to name just a few. If any students would like to develop their 3D modelling skills at home please email Mr Smith (smithm@piggottschool.org)  from their school email account and he will send the download instructions and licence details. Unfortunately, this is only available on PC and doesn’t work on a Mac. 

 

Computer Science

Year 7
Pre-Easter: 

  • Learning to create Algorithms using Flowcharts (main unit) – 2 weeks. Students were asked to complete a booklet (printed and shared online).
  • Weekly quiz: ongoing recap of previous topics
  • Choice of various online resources including Blockly, HourOfCode, Code Combat, Small Basic etc.

Post Easter:
Points to note:

  • Lessons will be released to students on day of actual class and where possible,  at least 1 week to be given to submit homework.
  • Sample answers will be given out where appropriate so students can self-mark work.
  • All work to be supported / guided by teachers via provision of teacher led videos or associated tutorials,  specific websites for guided and relevant research
  • All lessons will be concise and appropriately short so as not to overwhelm students. 
  • Students are encouraged by their teachers to contact them in case of any issues 

Proposed Units:

  • Weekly/Fortnightly quiz: ongoing recap of previous topics to continue
  • Cyber Security: (4 weeks)

Learn about dangers to your Computer / devices and how to keep them safe, learn about some cybercrimes and safety. Students to complete lesson by lesson booklet shared on SMHW. Submit via SMHW. Fully guided unit.

  • Python: (6-7 weeks)

Learn to do basic, textual programming in the Python programming language using easy to use tutorials. Lesson by lesson booklet and challenges provided to students shared on SMHW. Submit via SMHW. Fully guided unit.

  • Data Representation (2 weeks)

Learn about Binary number representation, ACII codes etc. Everything will be available on SMHW. Fully guided unit.

  • Computational Thinking (duration TBC)

Have fun with algorithms, learn to write pseudocode, investigate the co-relation between flowcharts and pseudocode, other concepts of Computational Thinking like decomposition, abstraction, pattern matching, encryption etc. All resources will be available on SMHW. Fully guided unit.

 

Art

Under The Sea: Initial exploration into the natural form through shells. Skills to be developed, drawing, line, tone, printmaking, 3D skills.

Colour and Pattern: An exploration of colour and pattern. Skills to be developed are colour theory, pattern, design, craft and collage.

My Surroundings: Exploration of architectural details. Skills to be developed are drawing, line, tone, printmaking and 3D skills.

 

Drama

AUTMN TERM

1st Half-Term
Introduction to Drama / History of Theatre: Greek Theatre; Commedia Dell’Arte; Melodrama

Students will be introduced to the study of Drama through a range of activities: practical and theory.

They will primarily focus on the basic skills and techniques required to perform.

In addition, they will be studying three areas of Theatre History.

At the end of the half-term there will be a consolidation quiz (set on SMHW) testing their acquired knowledge about all that they have learnt.

2nd Half-Term
Introduction to Theatre Crafts: Treasure Island

Students will be introduced to different areas of theatre crafts (set design, costume, acting, lighting and sound) through watching live theatre.

Students will analyse and evaluate the National Theatre’s production of ‘Treasure Island’ and use it as a stimulus to create their own work.

At the end if the half-term, students will write a theatre review of the production to consolidate their learning.

Any queries please contact Mrs Tomo tomom@piggottschool.org
 

 

PE

Core PE

During this time it is important that students keep themselves active. In order to support students with this we will set a weekly physical challenge which will cover the different components of fitness:

  1. Strength
  2. Speed
  3. Agility
  4. Balance
  5. Cardio Vascular endurance (aerobic power)
  6. Coordination
  7. Flexibility
  8. Muscular Endurance
  9. Power (anaerobic power)
  10. Reaction time

Alongside this we will be setting quizzes which will cover the following areas:

  1. Health and Fitness
  2. The body and how it works in relation to exercise
  3. Types of exercise
  4. Effects of exercise on the body
  5. Types of training
  6. Nutrition
  7. Fitness Testing
  8. Contemporary issues in sport

Students will also find further challenges on the PE twitter page @PiggottPE
There are many workout videos available on the internet including:
Body Coach
https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
Just Dance 
https://www.youtube.com/channel/UChIjW4BWKLqpojTrS_tX0mg
Jessica Ennis 
https://www.youtube.com/channel/UC393OqpmGADkrvWBDE2-Jcg
Youth Sports Trust
https://www.youtube.com/user/YouthSportTrust/videos

 

Food and Nutrition

Your lessons are once a fortnight so work has been set to cover 2 lessons- you decide when to complete the theory based task and when you can complete the practical task. 
You may need to adapt recipes/ quantities/ ingredients- but have a go- please send photos of your practical tasks- as they are great to see! 

A plan of your home learning is as follows: depending when your lesson should take place, your teacher will set the work on SMHW.