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Autumn Term Spring Term Summer Term Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Year

7

Topic/Theme Title

And Content

Introduction to art and design at secondary school Formal Elements

Introduction to art and design at secondary school Formal Elements

Colour Theory Students will develop knowledge and Understanding of colour theory

Colour Theory Students will develop their understanding of colour theory and learn about Henri Matisse ‘Cut Outs’

Cakes and Sweets The students will work on a project based on the theme of cakes and sweets

Cakes and Sweets The students will work on a project based on the theme of cakes and sweets.

Skills

Selecting and applying formal elements. Drawing and learning how to add tone using shading techniques. Investigating materials and processes. Annotations

Analysing other artists work. Expressing opinions and judgements. Creating ideas linked to other artists work using formal elements and materials and processes. Annotations

Analysing the colour wheel to support Knowledge and understanding of primary, secondary, complementary and tertiary colours. Exploring colour to create different effects using different materials and painting techniques. Annotations

Analysing Henri Matisse’s ‘Cut Outs’ .Discussing his work and his intentions. Practicing cut out drawing .Recording from primary and secondary sources. Choosing a theme or subject to develop work inspired by Matisse and colour theory.

Drawing from primary and secondary sources using different materials and processes. Selecting and applying formal elements. Analysing two artists’, Patrick Cauldfield and Wayne Theibaud, who responded to a similar theme.

Using drawings from primary and secondary sources to develop ideas informed by the artists’,Cauldfield and Thiebaud to make visual connections with students own work and the artists’ work using different materials and processes. Realise a final outcome. Annotations Evaluation.

Assessment Bench mark tests Develop and investigate Experiment and refine Record

Analyse, develop and investigate Experiment and refine. Record

Analyse, develop and investigate Experiment and refine. Record

Analyse, develop and investigate Experiment and refine Record Present outcome

Analyse and investigate Experiment and refine Record

Analyse, develop and investigate Experiment and refine Record Present outcome

Year

8 Topic/Theme

Title And Content

African Masks and the artist Calder

African Masks and the artist Calder

Pop Art

Pop Art Architecture Architecture

KEY STAGE 3 LEARNING JOURNEY Art and Design Department

Skills Drawing from second-hand sources using different materials and processes for recording. Selecting and applying formal elements. Annotations.

Analysing an artist whose work displays representational and abstract styles. Know the difference between representational and abstract art Expressing opinions and judgements. Develop ideas informed by Calder’s style to make visual connections using elements from Calder’s work combined with own work using different materials and processes. Realise a final outcome. Annotations. Evaluation.

Learning the origins of Pop Art in the context of the 1950-60’s. Analysis of three different Pop artists. Making decisions on subject matter/theme to respond to which links with Pop Art. Recording drawings for visual research independently selecting materials and processes to record with. Selecting and applying formal elements Annotations.

Develop ideas informed by Roy Lichtenstein’s pop art style to make visual connections using elements from Lichtenstein’s work combined with own work using different materials and processes in different ways. Take risks using materials and processes. Realise a final outcome. Annotations. Evaluate.

Listing and discussing iconic buildings, expressing opinions. Learning how to draw one/two point perspective. Drawing from primary and secondary sources using different materials and processes .Selecting and applying formal elements. Annotations.

Develop ideas informed by the architect and artist Hundertwasser. Students to use their drawings of buildings combined with elements from Huntertwassers work to make creative, personal and imaginative responses. Use a range of different materials and processes in different combinations and take risks with ideas and materials. Realise a final outcome. Annotations. Evaluate.

Assessment Analyse, develop and investigate Experiment and refine Present outcome

Analyse, develop and investigate Experiment and refine Present outcome





Prep

arat

ion

for K

S4 • Use G.C.S.E Art and Design examination starting points to prepare students how to work through an artistic journey, creating visual research from a selected starting

point/theme to a final realisation in a personal and/or imaginative way • Building on research and investigative skills and approaches • Identifying contextual sources appropriate to intentions to show analytical and cultural understanding. Different styles and approaches of other artists’ work and relating

to the work of artists. • Developing skills through experimenting and selecting appropriate resources, media, materials, processes • Exploring the qualities of materials, processes and techniques • Generating and recording experiences and observations and insights relevant to intentions • Presenting information that suits its purpose • Presenting a personal and informed final response demonstrating analytical understanding making connections between visual and written elements.

Computing


Year

7

Topic/Theme Title

And Content

E-Safety, Security & Ethics Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns. Introduces pupils to the dangers of social networking websites and cyber bullying and the dangers to their technology such as viruses, worms and Trojans.

Shakespeare Comic Book & School Network and Email Allows pupils to work in teams to use a digital camera to re-enact the Shakespeare play “Macbeth”. The images are then combined to make a comic book to tell the story. Introduces the pupils to the basics of using a school network and sending and receiving emails including attachments, replaying & forwarding.

Computer Programming – Scratch This topic does not assume any prior programming knowledge, however there are many extension tasks for those students who have had some experience at primary school. This topic covers the following guidelines in the National Curriculum: Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems. solve problems by decomposing them into smaller parts Use sequence, selection, and repetition in programs; work with variables and various forms of input and output Use logical reasoning to explain how some simple algorithms work and

Planning in progress Planning in progress

to detect and correct errors in algorithms and programs

Skills

Knowledge – understand the importance of getting organised and good file management. To understand the risks for young people using social media. understand risks for young people and how to report it. Comprehension – describe the difference between a file and a folder. Answer and contribute to discussion regarding chatting online. Application – Rearrange a badly organised user area. Develop and use MS Word/ Publisher skills to create a leaflet. Synthesis – collect ideas and plan what you would do in a given situation. Evaluation – compare Clare and Tom’s story.

Cross Curricular Links - There is a strong link between English and ICT with this project as they are learning about the Shakespeare play Macbeth. Drama and Art as they will use a digital camera to take images of themselves acting out the plot so they can create a photo-based comic book to tell the story. Knowledge - Be able to pick out a couple of main events in Macbeth. Comprehension – Application - Work as part of a team to pick out all of the main events in Macbeth. Plan the scenes you want to use in your comic book. Produce photos that can be used in your comic book. Add speech bubbles and a main title. Synthesis – Decide who will be in each scene and the props needed. Decisions as a group group about the best images that can

Cross-Curricular Links - There is a strong link between numeracy and computing where the pupils draw geological shapes and use X and Y coordinates. Knowledge – Identify a sprite. Understand the X and Y positions and use them to control a sprite to write your name. Comprehension – Show a clear understanding of sprites and programming controls used in scratch. Application - Change the look of a sprite, make it move, change the speed. Write your name or draw a face using the pen tool. Change the background and add a sprite with multiple costumes. Add script which will alter the costume which is displayed and

be used to make your comic book look interesting. Evaluation – Evaluate to identify good and bad points in others’ work. Self evaluate comic book.

use the wait command. Write script that will run when the sprite touches a particular colour. Write script that will run when one script touches another. Set a variable’s starting value and count up and down with variables. Synthesis – Be able to problem solve by identifying incorrect script. Evaluation – Evaluate peers games.

Assessment Formative – E-Safety leaflet. Summative – E-safety, Security & Ethics end of topic test.

Formative – Comic book. Summative – Comic book, evaluations and working as part of a team will be assessed.

Formative - Make a game using two methods to move the sprites. The game must keep score and has a time limit. Summative – Programming using Scratch end of topic test.

Prep

arat

ion

for K

S4

-Experience of programming in preparation for GCSE Computer Science -development of Office software skills in preparation for GCSE ICT/Vocational IT -criteria based work ethic -Development of subject specific vocabulary in preparation for both Computer Science and GCSE ICT/Vocational IT

Year

8

Topic/Theme Title And Content

E-Safety, Security & Ethics

Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns. Introduces pupils to the dangers of social networking websites and cyber bullying and the dangers to their technology such as viruses, worms and Trojans.

Technology This unit introduces pupils to some technological terminology and the history of computing. They will learn about hardware including input, output and storage devices. They will also look at software including operating systems, applications software and utilities software. They will learn about the main phases in the development of computers from the abacus to the present day and finally the development of the internet and cloud computing. This unit will give the pupils a deeper understanding of technology and make sure they are familiar with common terms which they may have otherwise been too embarrassed to ask about.

Computer Programming –

Scratch

Planning in progress

Planning in progress Planning in progress

Skills

Knowledge – understand the impotence of getting organised and good file management. Knowledge - understand risks for young people using social media. understand risks for young people and how to report it.

Cross Curricular Links - The project lends itself to a cross-curricular project with science as the pupils will be learning about the development of technology and common technological terms. Knowledge – Know that hardware can be

Cross-Curricular Links Knowledge Comprehension Application Synthesis Evaluation

Comprehension – describe the difference between a file and a folder. Answer and contribute to discussion regarding chatting online. Application – Rearrange a badly organised user area. Develop and use MS Word/ Publisher skills to create a leaflet. Synthesis – collect ideas and plan what you would do in a given situation. Evaluation – compare Clare and Tom’s story.

grouped into input devices, output devices and storage devices and identify at least one piece of hardware for each category. Understand the difference between applications software, operating system software and utilities software and identify a few different software names which would appear in each group. Comprehension – Describe the difference between hardware and software. Identify several pieces of hardware for each category. Perform internet research into other input devices. List a number of applications and describe what they can be used for. Identify a few key points in the development of computers. Application - Perform internet research into some more unusual input devices such as OCR and MICR. Name several types and brands of software which fall into each category. Synthesis – Identify key people and explain what they did to help in the development of

computers. Put key events into the correct order in which they happened. Evaluation – Know the difference between the terms “internet” and “world wide web”. Explain what is meant by the term “cloud computing” and identify some advantages and disadvantages of using cloud technology. Explain what is meant by the term digital divide and how this can affect people.

Assessment Formative – E-Safety leaflet. Summative – E-safety, Security & Ethics end of topic test.

Formative –brochure to tell people about cloud computing, the Internet & the World Wide Web. Summative – Technology end of topic test.

Formative Summative

Prep

arat

ion

for K

S4

• Experience of programming in preparation for GCSE Computer Science • Development of Office software skills in preparation for GCSE ICT/Vocational IT • Criteria based work ethic • Development of subject specific vocabulary in preparation for both Computer Science and GCSE ICT/Vocational IT

Drama Department


Year

7

Topic/Theme Title

And Content

Basic Drama Pantomime Melodrama Oliver Twist Oliver Twist Visual Stimulus

Skills

Voice Body Language Facial Expression Space Communication

Style of theatre Exaggeration Characters PANTO TRIP Commitment

Style of Theatre Dramatic performance Cooperation

Script Characters Issue of poverty Concentration

Script Rehearsal Performance Exam Confidence

Creativity Imagination Contribution Devising Role-play

Assessment Creating Performing Responding

Creating Performing Responding



EXAM Creating Performing Responding


Year

8

Topic/Theme Title

And Content

Non-Verbal Communication

Objects to Life Murder Mystery The Terrible Fate of Humpty Dumpty

Evacuees Comedy OR Radio Plays

Skills Body Language Gesture Facial Expression

Physical Theatre Creativity Imagination

Style of theatre Characters Role-play TRIP

Script Rehearsal Performance Response

Issue Cooperation Atmosphere Character

Style Voice Confidence technical

Assessment Creating Performing Responding



EXAM Creating Performing Responding



Prep

arat

ion

for

KS4

- Use of GCSE examination questions and material to assess attainment in homework and in Exam. - Developing rehearsal skills – cooperation, creativity, imagination - Identifying successful rehearsals – self and peer reviews - Different styles of theatre are explored - Scripts and studied, how to read, rehearse from script, how to learn lines and perform a character from a play - A variety of issues are explored - Feedback given both orally and through written form - All learners are encouraged to explore Drama, bring scripts to life and have a trip to the theatre arranged

English Department

Autumn Term Spring Term Summer Term Ye

ar 7

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic/Theme Time Travel:

Introduction and Stepping into Shakespeare

Time Travel: Victorian History and Dickens

Flight of the Imagination: Monstrous Poetry Creative Writing

Flight of the Imagination: The Fantasy Novel

Read All About It: Visual Media and Advertising

Read All About It: Newspapers

Specific Studies Baseline Assessments Time Travel Short Story Background to Shakespeare

Victorian England Charles Dickens, including looking at A Christmas Carol

Poetry Creating poetry Creating a story

Reading of a novel, e.g. Charlie and the Chocolate Factory, Coraline or The Phantom Tolbooth

Looking at different types of media and advertising, including charities

Broadsheet vs tabloid How to create news stories

Skills: Speaking & Listening Reading Writing

Presenting; active role in group work; listening and responding. Exploring language devices; exploring texts with context; using quotations. SPAG; developing writing for audience and purpose; using language devices.

Exploring language devices; exploring pre 20th century prose with context; using quotations; character development. Creating characters; developing vocabulary; SPAG.

Exploring language devices; challenging poetry analysis; using quotations; analysing word patterns. Sensory writing skills; using language devices; SPAG.

Listening and responding; debating skills. Exploring language devices; using quotations; effects of structure in a text; analysis of symbols/motifs. SPAG.

Presenting skills – voice, techniques, structure. Exploring language devices; challenging non-fiction analysis; using quotations and paraphrasing; analysing writer’s choice of language and structure. Using persuasive writing skills; SPAG.

Exploring language devices; challenging non-fiction analysis; using quotations. Writing for audience/purpose; selecting appropriate language; developing sentence structure; SPAG.

Assessment Reading (response to a play)

Writing (as a main character)

Reading (response to a poem)

Speaking and Listening Reading (response to the novel)

Reading (a non-fiction response)

Writing (letter and/or news story)

Year

8

Topic/Theme Fitting In and Standing Out: Novel

Fitting In and Standing Out: Play

What’s Love Got To Do With It: Poetry

What’s Love Got To Do With It: Play

Crime and Punishment: Fiction

Crime and Punishment: Non-Fiction

Specific Studies Novel study, e.g. Holes, Unique, Pig Heart Boy

Play around bullying/prejudice, e.g. Salem, Free, The Curious Incident of the Dog in the Nighttime

The study of love poetry and their contexts

Shakespeare’s Romeo and Juliet

Sherlock Holmes short stories Creative writing

Exploration of non-fiction texts relating to crime and punishment

Skills: Speaking and Listening Reading Writing

Exploring language choice/devices; charting character developments and whole text structure; spotting patterns/themes; using quotations. Developing descriptive writing skills; controlling tense choices; adapting narrative style; SPAG.

Role play: remaining in character; facial expressions; body language. Exploring dramatic devices; structure and character development; using quotations; applying contextual information. Developing non-fiction writing skills; paragraphs/structure of writing; using techniques for effect; SPAG.

Exploring language choices/devices; analysis of language; comparing poetry; using quotations. Developing poetic skills; SPAG – including why some poets break the rules.

Role play: remaining in character; responding to others. Group: listening and responding. Exploring dramatic devices; audience response; structural links; applying contextual information; using quotations; analysing language.

Exploring language choices/devices; building familiarity with pre 20th century texts; using and comparing quotations; considering context. Developing descriptive/narrative writing; developing vocabulary and sentence structure; SPAG.

Presenting skills: voice projection; developed ideas; structure; responding to questions. Exploring language development; comparing texts; using quotations; analysing language effects; analysing sentence structures and impact. Developing writing to inform/argue; developing paragraphs and sentences; varying vocabulary; SPAG.

Assessment Reading (response to the novel)

Writing (diary entry, in role)

Reading (comparing poems)

Reading (response to the play)

Writing (creative and narrative)

Writing (speech – writing to inform/argue)

Food preparation and Nutrition (1 lesson per week)


Year

7

Topic/Theme Title

And Content

Benchmark test Health and safety Basic equipment and process Introduction to the ‘Eat-well plate’ and healthy eating

Basic principles of nutrition Staple foods- bread

Technical challenge (revision and test of everything covered so far.) Pastry

Where we buy ingredients and what to look for when buying them Continued work on pastry

What is on a food label? Ethical issues linked to ‘food buying’ choices.

Design and make activity (pulling together everything covered in the year)

Skills

Knowledge and understanding Identifying equipment. Where food comes from The role of food in the diet and the link between food and well-being. Key terms- meanings and spelling (literacy). Basic weighing and measuring ( numeracy) Practical skills:-peeling, slicing, grating, shredding, using the hob, using a hand blender Social skills- independent work and paired practical work (co-operation). Looking at environmental impact of food miles and food sourcing

Knowledge and understanding of nutrients, sources and functions (literacy) Practical skills:- Making bread dough, kneading, shaping bread rolls, using the oven, sieving, rubbing-in and creaming method. Numeracy skills:- weighing, measuring, basic costing of recipe/portion Literacy skills:- written work, discussion, key word spelling and definition. Social skills- independent work and co-operation.

Knowledge and understanding of pastry types and uses, functional properties of basic ingredients such as flour and fat. Culinary terms Practical skills:- Using filo pastry, making short crust pastry. Consolidating learning by revisiting weighing, measuring, peeling, simmer, using hob. Numeracy skills:- weighing, measuring, basic costing of recipe/portion Literacy skills:- written work, discussion, key word spelling and definition. Social skills- independent work and co-operation.

Knowledge and understanding of what to consider when buying food. Practical skills:- Revisit peeling, chopping, fine sling, grating, using the hob. New skills of stir frying, cooking noodles. Numeracy skills:- weighing, measuring, basic costing of recipe/portion Literacy skills:- written work, discussion, key word spelling and definition. Social skills- independent work and co-operation.

Knowledge and understanding of how to understand information on food labels. Ethical issues such as fair trade, organic, MSC Practical skills:- Making bread dough, kneading, shaping bread rolls, using the oven, sieving, rubbing-in. Consolidating learning by revisiting weighing, measuring, peeling, simmer, using hob. Numeracy skills:- weighing, measuring, basic costing of recipe/portion Literacy skills:- written work, discussion, key word spelling and definition. Social skills- independent work and co-operation. Ethical issues linked to food choices.

Knowledge and understanding application of everything covered so far- opportunity to show comprehension, analysis, evaluation and synthesis. Imagination, problem solving and creativity. Practical skills:- Melting method, forming and shaping foods. Making own product based on designing Numeracy skills:- weighing, measuring, timing on plan for DMA Literacy skills:- written work, discussion, key word spelling and definition. Evaluating. Social skills- independent work and co-operation.

Assessment Teacher assessment of bench mark test to establish level on entry to the school. Practical work marked/10

Teacher and self-assessment of practical work marked/10 using standardised

Practical work self-assessed/ 10 using standardised mark sheet. Teacher formal written

Technical challenge marked by teacher. Teacher and self-assessment of

Teacher and self-assessment of practical work marked/10 using standardised

Design and Make Activity marked by teacher (designing, planning, practical and evaluation). NC

using standardised assessment sheet. Teacher formal written assessment of written evaluation- NC level

assessment sheet. Teacher formal written assessment of written work on nutrition- NC level

assessment of written work on culinary term /10

practical work marked/10 using standardised assessment sheet.

assessment sheet. Teacher formal written assessment of written work which is an independent project on pastry- NC level

level awarded. Teacher and self-assessment of practical work marked/10 using standardised assessment sheet.

Year

8

Topic/Theme Title

And Content

Health and safety Nutrition and healthy eating. Why we cook food- effect of heat on food

Carbohydrates (photosynthesis, staple foods, role of starch and fibre; how to cut down on sugar intake)

Fats and oil (saturated and unsaturated) role in the diet and in cooking. Protein- sources and functions

Vitamins and minerals Technical cooking challenge

Achieving a balanced diet Factors influencing food choices Adapting recipes for specific dietary needs

Design and make activity

Skills Knowledge and understanding the impact of a poor diet on health; basic principles of healthy eating. Basic digestion. Key terms- meanings and spelling- conduction, convection and radiation (literacy). Accurate weighing, measuring and costing ( numeracy) Practical skills:- Look at how to produce high quality food products. Enriched dough, rubbing in, kneading, mixing, grating, making savoury swirls. Social skills- independent work and paired practical work (co-operation). Looking at social and emotional impact of food choices on our physical and mental health.

Knowledge and understanding the scientific principles of how carbohydrate is produced; the role of carbohydrate in the diet. How to adapt recipes to improve their nutritional value Key terms- meanings and spelling (literacy). Accurate weighing and measuring, timing cooking ( numeracy) Practical skills:- Layering, making pizza, presentation. Making cookies, rubbing in, portion control, cooking rice, making risotto Social skills- independent work and paired practical work (co-operation).

Knowledge and understanding the scientific principles of the chemical structure of fats, saturated and unsaturated fats; impact of too much fat in the diet. How to reduce fat in recipes. Key terms- meanings and spelling (literacy). Accurate weighing and measuring, timing cooking ( numeracy) Practical skills:-. Making muffins, rubbing in, portion control, using the oven. Cooking pasta, making a roux sauce. Social skills- independent work and paired practical work (co-operation).

Knowledge and understanding the scientific principles of vitamins and minerals- sources, functions and deficiencies. Key terms- meanings and spelling. Persuasive writing in minerals task (literacy). Accurate weighing and measuring, timing cooking ( numeracy) Practical skills:-. Creaming method, folding in, presentation, rubbing in method, making quiche, using high risk ingredients. Whisking method, making Swiss roll cake. Social skills- independent work and paired practical work (co-operation).

Knowledge and understanding the social, economic, environmental and emotional factors including food choices. Key terms- meanings and spelling (literacy) e.g. Coeliac, lactose intolerant, diabetic. Accurate weighing and measuring, timing cooking ( numeracy) Practical skills:-. Making a veloute sauce, cooking pasta and vegetables, grilling, making pasta bake; making lemon drizzle cake with gluten free flour; zesting, whisking, separating eggs, creaming, glazing. Social skills- independent work and paired practical work (co-operation).

Knowledge and understanding application of everything covered so far- opportunity to show comprehension, analysis, evaluation and synthesis. Imagination, problem solving and creativity. Practical skills:- Making own product based on designing Numeracy skills:- weighing, measuring, timing on plan for DMA Literacy skills:- written work, discussion, key word spelling and definition. Evaluating. Social skills- independent work and co-operation.

Assessment Practical work marked/10 using standardised assessment sheet. Formal written assessment of annotated pizza design – NC level

Teacher and self-assessment of practical work marked/10 using standardised assessment sheet. Teacher formal written assessment of written work on fibre (NSP)- NC level

Practical work self-assessed/ 10 using standardised mark sheet. Teacher formal written assessment of written work on Carers in the Food industry.

Technical challenge marked by teacher. Teacher and self-assessment of practical work marked/10 using standardised assessment sheet. Teacher written assessment of minerals persuasive written work.

Teacher and self-assessment of practical work marked/10 using standardised assessment sheet. Teacher formal written assessment of written work – NC level

Design and Make Activity marked by teacher (designing, planning, practical and evaluation). NC level awarded. Teacher and self-assessment of practical work marked/10 using standardised assessment sheet.

Prep

arat

ion

for K

S4

Every part of key stage 3 forms a foundation for GCSE, with all strands of theory and practical work following through to years 9, 10 and 11. The skills/knowledge also act as a ‘stand-alone’ learning experience for those students not continuing on to GCSE, covering skills needed to contribute to a healthy life.

French


Year

7


Talking about yourself and family Description

Describing your school Giving opinions on subjects Present tense

Free time activities Talking about where you live, what you can do and where you go

Holidays Talking about where you go and what you do. Future tense

Holidays Talking about where you go and what you do. Future tense

Skills

Listening Speaking Reading Writing Phonics to help with pronunciation

Listening Speaking Reading Writing Re-using prior knowledge

Listening Speaking Reading Writing Extending your work to make it more complex

Listening Speaking Reading Writing Reading for detail

Listening Speaking Reading Writing Redrafting Applying grammar

Listening Speaking Reading Writing Use of other tenses

Assessment Speaking & Listening Reading & Writing Speaking & Writing Reading & Listening No Assessment End of Year exam testing all skills

Year

8


Giving opinions on tv programmes and films Use of the internet Past tense

Using the past tense to talk about a visit to Paris Past tense

Talking about yourself, clothes, interests, relationships Past tense

Describing your home Talking about food Describing an event

Talking about your talent Reinforcing language

Talking about your talent Reinforcing language Preparing for GCSE

Skills Listening Speaking Reading Writing Identifying patterns

Listening Speaking Reading Writing Reading & writing longer texts

Listening Speaking Reading Writing Adapting language

Listening Speaking Reading Writing 3 tenses – Past, present, future

Listening Speaking Reading Writing Reinforcing language of GCSE

Listening Speaking Reading Writing Reinforcing language of GCSE

Assessment Reading & Writing Speaking & Listening Reading & Listening Speaking & Writing No assessment End of ear exam testing all skills

Prep

arat

ion

for K

S4

- Use of GCSE examination questions and material to assess attainment in end of Year tests. - Developing skills – Extending responses and complexity. In speaking and writing - Identifying patterns and being able to explain them. - Using all 3 tenses - Improving listening for detail as well as gist -

Cha

nges

- There will be much more emphasis on phonics and pronunciation - In preparation for the new style GCSE there will be much more translation from English into French and French into English - There will be even greater emphasis on learning vocabulary and being able to give extended answers without support - Pupils will be expected to be able to manipulate the language and not just learn things by heart -

Geography Department


Year

7


Local Area & Tour of England

Map Skills & Earth Story

Settlement Transport Tourism Rivers

Skills

Understanding of space and place Description Evaluation Decision making Justification Identifying characteristics Map skills

Grid references Symbols Description Interpretation Sketches Change over time Theorising Fact/opinion Justification

Urban models Characteristics of space and place Comparing impacts Change over time Empathy Development Image analysis Citizenship

Graphical skills Interpretation Cause & Effect Change over time Comparison Analysis

Investigation. Map skills Independent research Compare and contrast. Give reasons for… Evaluation of impacts Empathy

Investigation Case Study practice Compare and contrast Effects Use data Graphical presentation

Assessment Baseline assessment – analytical and skill test Local Area - Essay

Tour of England Essay

Theme Park Map Skills

Shanty town Essay and Model

Africa/Asia research project and write-up

End of Year examination.

Year

8


Hazards – Tectonic hazards

Energy Development Local Action – Global Effects

Ecosystems – Hot Deserts & Cold Climates

Weather & Climate

Skills Extended writing Independent research Use of media resources Comparison of examples Linking processes Illustrating Problem Solving

Extended writing Independent research Use of media resources Map work Case study practice Decision making Evaluation Debate

Extended writing Independent research Use of media resources Map work Case study practice Discussion Evaluation Analysis Empathy

Cause and effect Evaluation Synoptic Independent learning Case study investigation Extended writing Citizenship

Comparisons between environments Discussion Identifying characteristics of places Linking processes Graphical drawing and analysis

Fieldwork skills Linking processes Research using geographical equipment Analytical skills Data presentation Evaluation

Assessment Hazards project Japan Earthquake essay

Sources of Energy Evaluation Project

Child labour essay Ethical Trading Group Presentation

Sustainable Island Model and Essay

Glaciation exam Microclimates fieldwork and write-up.

Prep

arat

ion

for K

S4 • Developing analytical skills – synthesising data and using factual information.

• Identifying patterns and being able to explain them. • Case study examples are thoroughly investigated and expected in response to assessment pieces. • Use of case study specific examples to aid explanations expected. • Assessing the impact of humans on the environment and vice versa. Links to social, economic and environmental effects. • Assessment feedback uses Bloom’s taxonomy to indicate what students need to do to improve and learners are given the opportunity to improve their work. • All learners are encouraged to include synoptic elements in their writing. • Frequent extended writing practice. • Field work practice in both years • Use of map work and numerical data

Maths Department


Year

7

Topic/Theme Title

And Content

Please see SOW (at the end of the document) for the two years

Skills

1) The “aims now place an emphasis on students becoming more fluent through varied and frequent practice. 2) They are also required to problem solve which are non-routine and increasingly more sophisticated. 3) A move to calculating strategies and mental fluency. 4) More use of multi-step and increasingly sophisticated statements. 5) Greater emphasis on modelling, reasoning, problem solving, linking, concrete-pictorial and abstract.

Assessment Please see the sow for the two years

Music Ye

ar 8

Topic

Stomp Chords and Scales Musical Futures Song writing Film Music Olympic Games

Main objective To learn a variety of drumming patterns and to understand how to achieve different sounds/ timbres from one instrument/object

To understand how scales are constructed; the difference between major, minor and blues scales and how chords are constructed from the notes in the scale.

To learn how to perform a group piece with vocals, keyboard, guitar and drums, using the skills they have learned in previous topics.

To learn how to write music and lyrics to form a song. To understand how chord sequences go together and how they fit with a melody line.

To learn how music can manipulate emotions of the audience and how it enhances visual material. To apply skills to compose their own music to a film trailer.

To learn how different cultures have differing musical styles and features. To compose a piece in the country’s style to celebrate the Olympic Games.

Assessment

Composition Performance Listening Extended writing

Composition Listening

Performance Composition Performance

Composition Extended writing

Composition Performance Extended writing

Blooms

Knowledge Understanding Application Analysing Evaluating Creating







Year

7

Topic

Musical Elements Musical Futures Vocal/Singing Skills Caribbean Music Programme Music Olympic Games

Main objective To learn what they are and to be able to use the vocabulary when describing music and to apply to own compositions.

To learn basic performance skills on guitar, drums and keyboard.

To learn basic singing skills and warm-up techniques. To understand there are 4 main types of singing voice, according to pitch.

To learn the historical and social context of Caribbean music and to apply skills to a performance of Reggae music.

To learn how to compose music to a set stimulus (the seasons/a poem). To understand how music can be manipulated to represent something.

To learn about the Olympics and to compose a song representing the Olympic games, using the skills gained over this academic year.

Assessment

Composition Written

Performance Performance Extended writing

Performance Extended writing Listening

Composition Composition Listening

Blooms







Philosophy & Ethics Department


Year

7

Topic/ Theme Title

And Content

Personal Identity & Purpose.

Special Journeys – Pilgrimage.

The Environment & Animals. How & Why should we care?

Jesus. Buddhism – The Eightfold Path.

The Spirited Arts Competition.

Skills

Literacy Describing, explaining, analysing & comparing. Application to own life. Interpret and reflect. Beliefs, teachings & sources. Identity, diversity & belonging.

Literacy Describing, explaining, analysing & comparing. Make links. Investigate. Respond critically. Practices & ways of life. Values & commitments.

Literacy Describing, explaining, analysing & comparing. Empathise. Application to own life. Make links. Beliefs, teachings & sources. Values & commitments.

Literacy Describing, explaining, analysing & comparing. Investigate. Reflect. Express. Interpret. Beliefs, teachings & sources. Questions of meaning, purpose & truth.

Literacy Describing, explaining, analysing & comparing. Interpret. Reflect. Show insight. Practices & ways of life. Expressing meaning.

Literacy Describing, explaining, analysing & comparing. Artistic. Creative. Collaborate. Expressing meaning.

Assessment An Alien guide to identity.

Travel brochure. Handle with care guide.

Reflective written task about an aspect of Jesus’ life.

Response to the question- could there ever be an end to suffering?

Competition entries.

Year

8


Inspirational People. Sikhism. Festivals. Life After Death? Prejudice. The Spirited Arts Competition.

Skills Literacy ICT. Describing, explaining, analysing & comparing. Reflection. Respond critically. Investigate. Identity, diversity & belonging. Values & commitments.

Literacy Describing, explaining, analysing & comparing. Investigate. Make links. Reflect. Express. Beliefs, teachings & sources. Practices & ways of life.

Literacy ICT. Describing, explaining, analysing & comparing. Communication. Interpret. Show insight. Expressing meaning. Values & commitments.

Literacy Describing, explaining, analysing & comparing. Empathise. Beliefs, teachings & sources. Practices & ways of life.

Literacy Describing, explaining, analysing & comparing. Communication. Empathy. Critically respond. Make links. Identity, diversity & belonging. Values & commitments.

Literacy Describing, explaining, analysing & comparing. Artistic. Creative. Collaborate. Expressing meaning.

Assessment Project and presentations to the class.

Advice column to a teenager considering becoming a Sikh.

Festival group presentations to the class.

Life after death news article.

Prejudice written piece.

Competition entries. Pr

epar

atio

n fo

r K

S4

- Use of GCSE examination questions and material to assess attainment in end of unit tests. - Developing analytical skills – synthesising data and using factual information. - Identifying patterns and being able to explain them. - Case study examples are thoroughly investigated and expected in responses to test questions and/or assessment pieces. - Use of case study specific examples to aid explanations expected. - Assessing the impact of humans on the environment and vice versa. - Assessment feedback uses Bloom’s taxonomy to indicate what students need to do to improve and learners are given the opportunity to improve their work. - All learners are encouraged to include synoptic elements in their writing. - Frequent extended writing practice.

Etc.

Spanish


Year

7

Topic/Theme Title

And Content

Greetings Introduce yourself Use numbers for age and Birthday Use the verb “tener” Learn bag items Use classroom vocabulary

School Talk about school subjects and give your opinion. Use the present tense – “ar”, “er”, “ir” verbs Talk about what you do in class Give opinions and reasons

Family Life Talk about brothers and sisters Talk about pets and colours Count to 100 Describe eyes and hair

Local Area Talk about where you live Describe rooms in your house Describe your bedroom Talk about home activities

Free time Talk about hobbies Revise time Develop opinions structures

Sport and Leisure Talk about sports Develop opinions structures Use the near future tense

Skills

Use the Spanish alphabet for spelling and new sounds Use un, una, unos, unas and el/la/los/las

Understand adjective agreements Use qualifiers

Use possessive adjectives Use adjectives

Use ar and er verbs; use prepositions

How to defend opinions effectively

Verb control

Assessment speaking and listening

reading and writing speaking and writing reading and listening Reading, listening, speaking, writing

Assessment All speaking and writing tasks are given in advance in order that students have time to write a draft and then learn it. They are allowed a minimum number of prompt words in the target language (10-20). These are often marked through peer assessment with staff then listening to a random number of the speaking at the beginning of the lesson with the whole class marking to standardise. The writing may be marked in the same way and staff will take the tasks in to confirm the levels awarded. Students marking will have written WWW, EBI All assessments can be found on the shared area under assessments and under the respective language. Listening tasks are embedded in the assessments and mark schemes show marks to levels also at the end of the assessment to ensure parity across classes Pupils complete these assessments at the back of their book. All marks are collected by class teacher and used to inform data drop. Changes

• There will be much more emphasis on phonics and pronunciation • In preparation for the new style GCSE there will be much more translation from English into French and French into English • There will be even greater emphasis on learning vocabulary and being able to give extended answers without support • Pupils will be expected to be able to manipulate the language and not just learn things by heart

Preparation for KS4 • Use of GCSE examination questions and material to assess attainment in end of Year tests. • Developing skills – Extending responses and complexity. In speaking and writing • Identifying patterns and being able to explain them. • Using all 3 tenses • Improving listening for detail as well as gist •

Homework

To be set and marked in line with policy • White workbook – all students have workbook to accompany course, suggested 1 page per hw graded as percentage to show progress. • Vocabulary learning – once a fortnight to be followed by vocab test Spanish-English and English-Spanish/20 • Research task in English on topic to be covered • Linguascope and other websites consolidation (see VLE for shortcuts) • Translation sentences. • Preparation for Writing and Speaking assessments • See VLE h/w folder at end of each module for further ideas

Year

8

Topic/Theme Title

And Content

Routine and Opinions Activities and offer opinions Talk about friends – recap adjectives Use comparatives Use reflexive verbs for daily routine Discuss nationalities

Going Out Use all forms of the future tense in more detail Describe places Arrangements to go out Excuses – use querer and poder Talk about views of others

Holidays Discussion of a holiday you have been on Describe views on holidays Discuss holiday destinations and activities

Food and Drink Describe mealtimes Describe likes and dislikes Talk about a past meal Use high numbers Use ir and er verbs in the past

Clothing Discuss clothing preferences Discuss school uniform Use high numbers

Planning a Trip Knowledge of Argentina Use of tenses to describe a visit Superlative and comparatives

Skills Use sequencing words and frequency words

Use verbs + infinitives

Use of the past tense Use three tenses

Using a range of verbs in a variety of tenses

Variety of tenses Adding opinions

Assessment Reading and writing Speaking and listening Listening and reading Speaking and writing Reading Listening Speaking Writing

All speaking and writing tasks are given in advance in order that students have time to write a draft and then learn it. They are allowed a minimum number of prompt words in the target language (10-20). These are often marked through peer assessment with staff then listening to a random number of the speaking at the beginning of the lesson with the whole class marking to standardise. The writing may be marked in the same way and staff will take the tasks in to confirm the levels awarded. Students marking will have written WWW, EBI All assessments can be found on the shared area under assessments and under the respective language. Listening tasks are embedded in the assessments and mark schemes show marks to levels also at the end of the assessment. Pupils either complete these assessments at the back of their book All marks are collected by class teacher.

Changes - There will be much more emphasis on phonics and pronunciation - In preparation for the new style GCSE there will be much more translation from English into French and French into English - There will be even greater emphasis on learning vocabulary and being able to give extended answers without support - Pupils will be expected to be able to manipulate the language and not just learn things by heart

Preparation for KS4 - Use of GCSE examination questions and material to assess attainment in end of Year tests. - Developing skills – Extending responses and complexity. In speaking and writing - Identifying patterns and being able to explain them. - Using all 3 tenses - Improving listening for detail as well as gist

Homework To be set and marked in line with policy

- White workbook – all students have workbook to accompany course, suggested 1 page per hw. - Vocabulary learning – once a fortnight to be followed by vocab test Spanish-English and English- Spanish /20 - Research task in English on topic to be covered - Linguascope and other websites consolidation (see VLE for shortcuts) - Translation sentences. - Preparation for Writing and Speaking assessments - See VLE h/w folder at end of each module for further ideas

Term Half term Week Unit Ref Topic KS3

Ref KS3 Objective Statement(s)

Aut

umn

term

1

1

1 Whole numbers and

decimals

(Number)

1a Factors, multiples and primes

N3 RM4

Use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation property. Make and test conjectures about patterns and relationships; look for proofs or counter-examples.

1b Prime factor decomposition

N3 Use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation property.

1c LCM and HCF

N3 N4

Use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation property. Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative.

2

1d Square roots and cube roots

N7 Use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations.

1e Indices N7 Use integer powers and associated real roots (square, cube and higher), recognise

powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations.

1f Rounding and estimation

N13 N14

Round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]. Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b.

3

1g Trial and improvement1

2 Measures, perimeter and

area

(Geometry and measures)

2a Metric measures

R1 N12

Change freely between related standard units [for example time, length, area, volume/capacity, mass]. Use standard units of mass, length, time, money and other measures, including with decimal quantities.

2b Imperial measures

4 2c Area of a rectangle and a triangle

G1 Derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders).

Maths SoW

2d Area of a parallelogram and trapezium

G1 Derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders).

2e Circumference of a circle

G7 G2

Derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies. Calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes.

5

2f Area of a circle

G7 G2

Derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies. Calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes.

3 Expressions and formulae

(Algebra)

3a Indices in algebra

A1 A2

Use and interpret algebraic notation, including: • ab in place of a × b • 3y in place of y + y + y and 3 × y • a² in place of a × a, a³ in place of a × a × a; a²b in place of a × a × b • a/b in place of a ÷ b • coefficients written as fractions rather than as decimals • brackets Substitute numerical values into formulae and expressions, including scientific formulae.

3b Index laws

6

3c Collecting like terms including powers

A4 Simplify and manipulate algebraic expressions to maintain equivalence by: • collecting like terms • multiplying a single term over a bracket • taking out common factors • expanding products of 2 or more binomials

3d Expanding brackets

A4 Simplify and manipulate algebraic expressions to maintain equivalence by: • collecting like terms • multiplying a single term over a bracket • taking out common factors • expanding products of 2 or more binomials

3e Factorising expressions

A4 A3

Simplify and manipulate algebraic expressions to maintain equivalence by: • collecting like terms • multiplying a single term over a bracket • taking out common factors • expanding products of 2 or more binomials Understand and use the concepts and vocabulary of expressions, equations, inequalities, terms and factors.

2

7

3f Formulae

A2 A6

Substitute numerical values into formulae and expressions, including scientific formulae. Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs.

3g Rearranging formulae

A5 A6

Understand and use standard mathematical formulae; rearrange formulae to change the subject. Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs.

3h Writing expressions

A4 G16

Simplify and manipulate algebraic expressions to maintain equivalence by: • collecting like terms • multiplying a single term over a bracket • taking out common factors • expanding products of 2 or more binomials Interpret mathematical relationships both algebraically and geometrically.

8

3i Algebraic fractions

DF3 N4

Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships. Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative.

Case study CS1 Energy in the home

DF2 RM6 SP4

Select and use appropriate calculation strategies to solve increasingly complex problems. Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning. Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.

4 Fractions, decimals and percentages

(Number)

4a Fractions and decimals

N9 N2

Work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 and 3/8). Order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, <, >, ≤, ≥ .

9 4b Adding and subtracting fractions

N4 Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative.

4c Multiplying and dividing fractions

N4 Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative.

4d Percentage change

N10 R8

Define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express 1 quantity as a percentage of another, compare 2 quantities using percentages, and work with percentages greater than 100%. Solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics.

10

4e Percentage problems R8 Solve problems involving percentage change, including: percentage increase,

decrease and original value problems and simple interest in financial mathematics.

4f Fractions, decimals and percentages

N9 N2 N10

Work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 and 3/8). Order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, <, >, ≤, ≥ . Define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express 1 quantity as a percentage of another, compare 2 quantities using percentages, and work with percentages greater than 100%.

Assessment MyAssessment 1

5 Angles and 2D shapes

(Geometry and

measures)

5a Angles and parallel lines

G10 G11

Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles. Understand and use the relationship between parallel lines and alternate and corresponding angles

11

5b Properties of a triangle and a quadrilateral

G7 G5

Derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies. Describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric.

5c Properties of a polygon

G12 G7

Derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons. Derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies.

5d Congruent shapes

G13 G9

Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem, and use known results to obtain simple proofs. Identify and construct congruent triangles, and construct similar shapes by enlargement, with and without coordinate grids.

12

6 Graphs

(Algebra)

6a Graphs of linear functions A9 Recognise, sketch and produce graphs of linear and quadratic functions of 1

variable with appropriate scaling, using equations in x and y and the Cartesian plane.

6b Equation of a straight line

A11 A10

Reduce a given linear equation in two variables to the standard form y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically. Interpret mathematical relationships both algebraically and graphically.

6c Curved graphs A9 Recognise, sketch and produce graphs of linear and quadratic functions of 1

variable with appropriate scaling, using equations in x and y and the Cartesian plane.

Spr

ing

term

3

13

6d Midpoints of coordinate pairs

6e Graphs of implicit functions

A9 A12

Recognise, sketch and produce graphs of linear and quadratic functions of 1 variable with appropriate scaling, using equations in x and y and the Cartesian plane. Use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations.

6f Real life graphs A13 Find approximate solutions to contextual problems from given graphs of a variety

of functions, including piece-wise linear, exponential and reciprocal graphs.

14

6g Time series

S2 Construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data.

Case study CS2 Patchwork RM5 Begin to reason deductively in geometry, number and algebra, including using

geometrical constructions.

7 Mental calculations

(Number)

7a Arithmetic with negative integers

N2 N4

Order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, <, >, ≤, ≥ . Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative.

15 7b Powers of 10

N1 N8

Understand and use place value for decimals, measures and integers of any size. Interpret and compare numbers in standard form A x 10n 1≤A<10, where n is a positive or negative integer or 0.

7c Mental addition and subtraction

N4 RM1

Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative. Extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations.

7d Mental multiplication and division

N4 N14 SP1

Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative. Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b. Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.

16

8 Statistics

(Statistics and probability)

8a Planning a statistical investigation

8b Collecting data

S2 RM7

Construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data. Explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally.

8c Frequency tables


17

8d Constructing diagrams

8e Averages 1

S1 Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers).

8f Averages 2


18 8g Interpreting statistical diagrams


8h Scatter diagrams and correlation

S3

Describe simple mathematical relationships between 2 variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs.

8i Comparing distributions


4

19


9 Transformations

(Geometry and

measures)

9a Transformations G8 Identify properties of, and describe the results of, translations, rotations and

reflections applied to given figures.

9b Combinations of transformations

G8 Identify properties of, and describe the results of, translations, rotations and reflections applied to given figures.

9c Symmetry

G5 Describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric.

20

9d Enlargements 1 G9 Identify and construct congruent triangles, and construct similar shapes by

enlargement, with and without coordinate grids.

9e Enlargements 2 G9 Identify and construct congruent triangles, and construct similar shapes by


Case study CS3 Food crops

DF5 RM1 SP2

Move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs]. Extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations. Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics.

21 10 Equations

(Algebra)

10a Linear equations 1

A7 DF4

Use algebraic methods to solve linear equations in 1 variable (including all forms that require rearrangement). Substitute values in expressions, rearrange and simplify expressions, and solve equations.

10b Linear equations 2

A7 DF4

Use algebraic methods to solve linear equations in 1 variable (including all forms that require rearrangement). Substitute values in expressions, rearrange and simplify expressions, and solve equations.

10c Equations with fractions

A7 G16

Use algebraic methods to solve linear equations in 1 variable (including all forms that require rearrangement). Interpret mathematical relationships both algebraically and geometrically.

22

10d Trial and improvement 2

10e Real life equations

A2 A5 DF3

Substitute numerical values into formulae and expressions, including scientific formulae. Understand and use standard mathematical formulae; rearrange formulae to change the subject. Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships.

11 Written and calculator methods

(Number)

11a Multiplication

N4 DF2 N14

Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative. Select and use appropriate calculation strategies to solve increasingly complex problems. Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b.

23

11b Division

N4 DF2 N14

Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative. Select and use appropriate calculation strategies to solve increasingly complex problems. Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b.

11c Calculator skills

N15 N13 N14

Use a calculator and other technologies to calculate results accurately and then interpret them appropriately. Round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]. Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b.

11d Calculators in context

N15 R1

Use a calculator and other technologies to calculate results accurately and then interpret them appropriately. Change freely between related standard units [for example time, length, area, volume/capacity, mass].

24 11e Order of operations

N5 N15

Use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals. Use a calculator and other technologies to calculate results accurately and then interpret them appropriately.

11f Written addition and subtraction

N4 N6 SP1

Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative. Recognise and use relationships between operations including inverse operations. Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.

11g Written multiplication and division

N4 N6

Use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative. Recognise and use relationships between operations including inverse operations.

Sum

mer

term

5

25 12 Construction

(Geometry and

measures)

12a Constructing triangles 1 G9 Identify and construct congruent triangles, and construct similar shapes by


12b Constructing triangles 2 G9 Identify and construct congruent triangles, and construct similar shapes by


12c Bisectors and perpendiculars

G4 Derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line.

26 12d Scale drawings

R2 G3

Use scale factors, scale diagrams and maps. Draw and measure line segments and angles in geometric figures, including interpreting scale drawings.

12e Loci 12f Bearings

27

Case study CS4 Paper folding RM5 Begin to reason deductively in geometry, number and algebra, including using

geometrical constructions. Assessment MyAssessment 3

13 Sequences

(Algebra)

13a General term of a sequence

A14 Generate terms of a sequence from either a term-to-term or a position-to-term rule.

13b Sequences in context A15 DF3

Recognise arithmetic sequences and find the nth term. Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships.

28 13c Geometric sequences

A16 Recognise geometric sequences and appreciate other sequences that arise.

13d Recursive sequences A16 Recognise geometric sequences and appreciate other sequences that arise

14 3D shapes

(Geometry and measures)

14a 3D shapes

DF7 G15

Use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics. Use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D.

29

14b Plans and elevations

14c Surface area of a prism G1 Derive and apply formulae to calculate and solve problems involving: perimeter

and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders).

14d Volume of a prism G1 Derive and apply formulae to calculate and solve problems involving: perimeter

and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders).

30

Case study CS5 Perspective RM5 Begin to reason deductively in geometry, number and algebra, including using

geometrical constructions.

15 Ratio and proportion

(Ratio and proportion)

15a Ratio R4 Use ratio notation, including reduction to simplest form.

15b Division in a given ratio

R5 R6 R7

Divide a given quantity into 2 parts in a given part:part or part:whole ratio; express the division of a quantity into two parts as a ratio. Understand that a multiplicative relationship between 2 quantities can be expressed as a ratio or a fraction. Relate the language of ratios and the associated calculations to the arithmetic of fractions and to linear functions.

6

31

15c Direct proportion R9 Solve problems involving direct and inverse proportion, including graphical and

algebraic representations.

15d Ratio and proportion

R6 RM6

Understand that a multiplicative relationship between 2 quantities can be expressed as a ratio or a fraction. Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning.

15e Comparing proportions

N10 Define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express 1 quantity as a percentage of another, compare 2 quantities using percentages, and work with percentages greater than 100%.

32 15f Algebra and proportion

R9 A13 RM2

Solve problems involving direct and inverse proportion, including graphical and algebraic representations. Find approximate solutions to contextual problems from given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal graphs. Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically.

16 Probability

(Statistics and probability)

16a Two or more events P4 Generate theoretical sample spaces for single and combined events with equally

likely, mutually exclusive outcomes and use these to calculate theoretical probabilities.

16b Tree diagrams P4 Generate theoretical sample spaces for single and combined events with equally

likely, mutually exclusive outcomes and use these to calculate theoretical probabilities.

33

16c Mutually exclusive outcomes

P4 P2

Generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities. Understand that the probabilities of all possible outcomes sum to 1.

16d Experimental probability

P1 Record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale.

16e Comparing experimental and theoretical probability

P1 RM7

Record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale. Explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally.

34

16f Simulating experimental data

SP3 Begin to model situations mathematically and express the results using a range of formal mathematical representations.

16g Venn diagrams and probability

P3 Enumerate sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams.

Case study CS6 Free-range

RM2 DF2

Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically. Select and use appropriate calculation strategies to solve increasingly complex problems


35

17 Everyday maths

(Real life maths)

17a Planning the trip to France

DF2 RM1 SP1

Select and use appropriate calculation strategies to solve increasingly complex problems. Extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations. Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.

17b Camp Sarlat

RM5 SP3 SP4

Begin to reason deductively in geometry, number and algebra, including using geometrical constructions. Begin to model situations mathematically and express the results using a range of formal mathematical representations. Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.

17c The sports day

DF7 RM3 SP4

Use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics. Identify variables and express relations between variables algebraically and graphically. Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.

36

17d The expedition

RM2 RM5 SP1

Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically. Begin to reason deductively in geometry, number and algebra, including using geometrical constructions. Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.

17e Camp life

DF3 RM4 SP3

Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships. Make and test conjectures about patterns and relationships; look for proofs or counter-examples. Begin to model situations mathematically and express the results using a range of formal mathematical representations.

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