A Guide to the Year 7

Curriculum

Y7 CURRICULUM INFORMATION 2013 – 2014

1. INTRODUCTION This booklet has been produced to provide you with information about your daughters learning in

school during the current academic year. It provides information about each subject studied, how

progress will be measured, and a guide to national curriculum levels. Your daughter’s chances of a

successful education will be greatest where an effective three-way partnership between student, parent

and school is established. This booklet is an important tool for developing and maintaining that

partnership. The more information you have about how your daughter is learning and what she is

learning, the more you are able to support and enhance the learning. This may be through support with

homework, discussion, identifying relevant books, websites and television programmes, or through

family outings. Since the Curriculum Booklet is designed solely as a resource for parents, we welcome

feedback and suggestions for how it might be developed in future years.

2. OUR CURRICULUM AIMS

To encourage girls to develop lively, enquiring minds; to be capable of independent and

collective thought and to experience enjoyment in learning so that they can take advantage of

opportunities that occur throughout their lives.

To set high expectations to enable each girl to achieve her greatest potential.

To enable the girls to develop as fully as possible their abilities, interests and aptitudes making

additional provision where necessary for those with special needs and who are in any way

disadvantaged.

To give girls the experience of school as a caring, supportive community where life is enjoyable

and where there is equal provision regardless of race and culture. Each girl should feel that her

language, religion and culture are acknowledged and valued throughout the school community.

To provide a curriculum which ensures contact with the key skills, knowledge and experience

which will help the girls to solve problems, make informed decisions and know more about

themselves and the world in which they live.

To work in ways which will enhance the self-discipline, self-respect and confidence of young

people and encourage them to take responsibility for their physical and emotional well-being

and the quality of their own lives.

To enable the girls to acquire understanding, knowledge and skills relevant to adult life,

employment and leisure in a changing world.

To promote the development in the girls of a code of moral values which takes full account of

other people’s feelings and beliefs.

To enable the girls to make positive contributions to themselves, future generations and society.

To promote aspects of healthy living and encourage the girls to make choices with consideration

of risk and subsequent implications (Stay Safe).

3. HOME LEARNING

At Portsmouth Academy for Girls we believe that it is important for all of our pupils to develop the skills and habits needed to become better learners. We believe that our pupils will achieve their best when they use all opportunities available to them to research, create, analyse, investigate and evaluate. Homework timetables are available on the School website and homework assignments are posted on ‘show my homework’. Please have a look through the tasks with your daughter when they are set. If you have any questions, please ask your daughter’s Form Tutor or Subject Teacher. 4. REPORTING PROGRESS In Years 7, 8 and 9 we measure students’ attainment in National Curriculum levels. These levels show the particular skills, knowledge and understanding which a student has reached in each subject. Teachers will regularly assess each student’s progress using these levels and their current attainment will be entered onto E-Portal 3 times a year, in October, February and June. You will also have the opportunity to discuss your daughters’ progress with subject teachers at the Parents’ Evening on 2nd April and will receive a full written report in June of Year 7. However, if you have any concerns before this date please contact us and we will be more than willing to discuss these with you. The national expectation is that each learner will improve their attainment by three sub- levels during the whole of Key Stage 3 (Years 7 to 9). Experience has shown that it can take students different lengths of time to reach the next level, those who just achieved level 4 taking the longest. The average attainment for pupils to achieve by the end of Year 9 is Level 5.

5. STUDENT BEHAVIOUR AND ACHIEVEMENTS

Our beliefs are encapsulated by the acronym RESPECT

Respect and consideration for yourself, others and their property

Effort – always do your best

Support and encourage those around you with positive language

Pride in your appearance, work and the school environment

Equipment/books must be brought to each lesson

Care for the safety and well-being of everyone

Timekeeping – be punctual at all times

All positive achievements are recorded and result in students receiving positive House Points. All

negative behaviours result in students receiving negative House Points. On a regular basis students are

informed of their total number of House Points. When they have reached a certain number of merits

they receive a certificate. For poor effort, unacceptable standards of work and truancy, we use a system

of report cards which involve parents and teachers checking daily the progress and attendance of pupils.

Occasionally it is necessary for us to use sanctions and at all times we aim to be fair and consistent. We

use detentions after school (for which 24 hours’ notice is always given). The failure of a student to

attend a detention without good reason is regarded extremely seriously and may lead to the student

working in Internal Exclusion. Parents can expect to receive a telephone call or letter, if an issue arises

which we judge to be serious. By working in partnership with each other the vast majority of problems

can be sorted out quickly.

It is very important that students arrive at school ‘Ready to Learn’. This can only take place if students

arrive on time, in the correct uniform and with all the equipment they need for the day.

Equipment for school:

Suitable size school bag

School planner (provided by the school)

Pens, pencils, ruler

Books for that day’s lessons

Specialist equipment for that day’s lessons e.g. PE Kit

Full attendance should be a realistic aim for all children. Periods of absence from school can be highly disruptive to education and have a negative impact on learning. Attendance is recorded for all lessons and punctuality is recorded for all lessons including how many times a student is late.

6. TEN IDEAS TO SUPPORT YOUR DAUGHTER’S LEARNING AND PROGRESS

1. Make sure there is a quiet place for her to study at home, where her work can be safely kept.

2. Check how she is doing by letting her explain something she has just learned.

3. Keep track on your daughter’s home learning by looking in her diary on a regular basis.

4. Make sure she has all the equipment she needs.

5. Make a point of looking at and discussing ePortal with your daughter regularly

6. Make sure you know your daughter’s timetable, exam dates, important events.

7. Encourage your daughter to ask for help at school on any parts of the work she does not

understand.

8. Encourage the rest of the family to be supportive.

9. Keep in contact with the school as appropriate via phone or email or in person e.g Attend

Parents’ Evenings.

10. Most of all, praise her when she is working hard.

7. PATTERN OF STUDIES – 2013/14

Pupils are taught in year groups by age, studying the National Curriculum for Key Stage 3.

Pupils are initially taught as mixed ability groups in Year 7. In Maths and Science this changes to

teaching within ability bands or sets after an initial assessment.

The school has a fortnightly time table with 5 hour long periods per day.

Pre learning day activities Breakfast Club

8.45-9.00 Vertical Tutor time / Assembly

9.00-10.00 Period One

10.00-11.00 Period Two

11.00-11.20 Break

11.20-12.20 Period Three

12.20-1.20 Period Four

1.20-1.55 Lunch

1.55 –2.00 Register Time –uniform check

2.00-3.00 Period Five

3.00 onwards “Successmaker” club, sport, Drama clubs…

Year 7 Subjects No. of periods / fortnight Teaching groups

English/Drama 8 Mixed ability

Mathematics 8 Ability sets

Science 7 Ability sets

Art 2 Mixed ability

Technology 3 Mixed ability

ICT 3 Mixed ability

History 3 Mixed ability

Geography 3 Mixed ability

Modern Foreign Language (MFL) 3 Mixed ability

Music 2 Mixed ability

Personal Development (inc. Citizenship) 2 Mixed ability

PE / Dance 2 Mixed ability

RE 3 Mixed ability

Languages

Yr7 – all pupils study French. Yr8 & Yr9 -Pupils study one of French, German or Spanish

Personal Development

All girls follow a timetabled programme in Personal Development Learning course. This course enables

girls to follow programmes of study in:

Citizenship

Personal Wellbeing including Sex, relationship and drugs education

Economic Wellbeing including financial capability, careers guidance and work related learning.

SUBJECT ENGLISH PERIODS PER FORTNIGHT EIGHT

LEAD TEACHER MRS LYNNE WILD EMAIL LWILD@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT In KS3, pupils' writing and speaking extends to formal (Standard English) registers. They develop their ability to evaluate language in use. They study classic and contemporary texts and explore social and moral issues. Over the three terms pupils will read Poetry, Drama (Shakespeare and other playwrights), a Novel and investigate Media texts. They will write Fiction and Non-Fiction. They will have opportunities to present their ideas through Speaking and Listening.

ASSESSMENT The English Department use the APP (Assessing Pupil Progress) approach to ongoing assessment at Key Stage. Pupils complete a range of tasks and records are kept of attainment in specific skills for Reading, Writing and Speaking and Listening, as well as of overall attainment. Most assessments are levelled; other work will marked according to the APP criteria but not necessarily levelled. It is important that pupils become familiar with controlled conditions assessment too.

ADDITIONAL INFORMATION What you can do to help your child make progress. Speaking and Listening: Listen to them with attention, and respond; ask them to tell you about some event in detail or explain to you how something works. Encourage them to notice and talk about interesting/unusual words Reading: Ensure they have access to books, magazines and newspapers from home, school and library. Somewhere quiet to read, time to read regularly, and opportunity to see you as a reader talking about what you read. Writing: Ask them to read their writing aloud to you. Respond to the writing and praise what you like. Ask them to explain why they wrote particular sections as they did.

SUBJECT MATHS PERIODS PER FORTNIGHT EIGHT

LEAD TEACHER MR RICHARD BICKNELL EMAIL RBICKNELL@PAFG.ORG.UK

GROUPING POLICY SETTED – SETS 1 TO 4

COURSE CONTENT Pupils are taught in line with the National Curriculum requirements. Pupils cover a range of mathematics including number (whole numbers, fractions, decimals, percentages, ratio, proportion), algebra (formulae, substitution, equations, graphs, expanding brackets and factorising), geometry (angles, shapes, area and volume, mass, capacity, metric measures, 3-D drawings) and statistics (averages and measures of spread, graphs and charts, probability). The pupils take part in the Fratton Project at the start of term – an opportunity for them to realise the Maths that is around them in everyday life. They also take part in a number of problem solving tasks and functional skills projects throughout the year. Most students will work within the National Curriculum levels 4-7 although there is provision for pupils working below this level.

ASSESSMENT The Year 7’s complete a baseline assessment during their first full week in school. We use the results from this and the data they have come in with to set them into upper and lower band. We do another assessment at the start of the spring term – to see how their levels have improved and then we do the Optional KS3 test at the end of the first half of the summer term. At the start and end of each topic the pupils complete self-assessment forms. The pupils also take part in problem solving tasks and functional skills projects. These involve both self and peer assessment.

ADDITIONAL INFORMATION

Homework is set on a weekly basis.

All pupils have a login for www.mymaths.co.uk this can be used for extra practice and revision; we also use it to set on line homework.

It is useful for the pupils to own a scientific calculator. These can be purchased in school for a very reasonable price. They will use them both in lessons and exams throughout the 5 years in school.

SUBJECT SCIENCE PERIODS PER FORTNIGHT SEVEN

LEAD TEACHER MS NIKKI OWEN KS3 CO-ORDINATOR: MS KATIA PALMISANO

EMAIL NOWEN@PAFG.ORG.UK

GROUPING POLICY: SETTED

COURSE CONTENT Pupils begin the year with an introductory Skills unit which covers basic safety, laboratory equipment and how to measure and record information from science experiments. Pupils then study the three sciences (Physics, Chemistry and Biology) throughout the year as six integrated modules. Extinction classification of animals, endangered and extinct animals and fossils Alien The Earth in Space and the forces between things Cook An introduction to chemistry related to the food we eat. This module is delivered in the Spring term to enable pupils to visit Sparsholt College and find out how some of our food is produced. It’s Magic magnetism and electricity Fireworks what are elements and compounds and how reactions take place Mrs Gren (Mammals) the life processes (movement, respiration, sensitivity, growth, reproduction,excretion and nutrition) in mammals.

ASSESSMENT

Written and practical assessments are carried out during lessons and pupils’ work is assessed against National Curriculum progress criteria; pupils receive stickers acknowledging current performance and giving guidance as to how to progress to the next level.

All pupils receive marking criteria and assessment tracking sheets. Work is peer-assessed and reviewed at regular intervals with individual SMART targets set at the end of each completed module.

On-line tests are used at the end of modules and to assess overall progress throughout the year.

ADDITIONAL INFORMATION

The course is supported by published revision guides which can be purchased at cost price from the science faculty and also by the BBC KS3 Bitesize programme.

An overview of the course content and of longer project work is available through the VLE.

KS3 pupils have the opportunity to join the STEM (Science Technology and Engineering) club which takes place on Tuesday evenings.

SUBJECT ART PERIODS PER FORTNIGHT TWO

LEAD TEACHER MR DAN HURDLE EMAIL DHURDLE@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT Yr 7 Baseline Assessment: Drawing and Painting. Colour Theory: What is Colour? What are Primary/Secondary/Tertiary colours? How to mix colour accurately. What are Warm and Cool colours? What are Complimentary colours? Visual Elements: Line, Pattern, Shape, Tone and Texture. Exploration of materials, medias, using artists and culture to inspire their own work. Year 7 Home learning: Funky Fashion Enrichment: Designing/producing an item of clothing or accessories. Producing an investigation into Abstract Artists and Fashion designers. Evaluating their work and that of others Jasper Johns Number: Using multi-media, managing resources and time, designing and creating interesting compositions. Jasper Johns Number Homework task: Interacting with other Year 7 pupils on VLE. Analysing artwork. Making comment on artist work. Sweets: Observational drawing, painting, mixing colours, managing resources, clay/3d. Year 7 Final Assessment: Observational drawing, painting, mixing colours, mark making, managing resources. Evaluate their work and that of others.

ASSESSMENT All girls are initially assessed through a baseline assessment, this is to try and distinguish their natural ability. Girls also arrive with different levels of past experience. Girls are awarded NC Levels for this piece. Sketchbook work is also assessed at regular intervals using both NC Levels and Portsmouth Academy for Girls marking system. Girls are awarded House points, Head Teacher Commendations, phone calls home, positive post cards as part of the assessment schedule. Sketchbook marks and assessments are also displayed using Traffic Light spreadsheets.

ADDITIONAL INFORMATION Girls are introduced to using a sketchbook, shown exemplars and given clear instructions regarding presentation.

SUBJECT DESIGN AND TECHNOLOGY PERIODS PER FORTNIGHT THREE

LEAD TEACHER MR DAVID DUBRIDGE EMAIL DDURBRIDGE@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT All year 7 pupils start in D&T by completing an introductory project. This enables pupils to demonstrate skills learnt in Primary School and allows a phased introduction to the subject. This project asks pupils to design and make a puppet of their own design. Some pupils may wish to bring in resources from home to enhance their design. This project takes 4 weeks. Foe the rest of year 7 pupils follow a rotation or 4 or 5 projects. These will include: Food Technology. Pupils cook a variety of basic recipes including: Fruit salad, scones and mini lasagne. Textiles. Pupils learn how to use the sewing machine and iron. Pupils create a decorative fish or butterfly using pastels and then embellish it using sequins and embroidery. Graphics Pupils learn a variety of presentation and lettering techniques including drawing in 3D. They then use colour and appropriate imagery to create a CD case for a favourite band. Resistant Materials Pupils learn how to use marking out equipment and saws to cut and shape wood. They also learn how to use the sanding and drilling machines. They then use their skills to design and make a small wooden desk tidy.

ASSESSMENT At the end of each project, pupils’ work will be marked in the front of their workbooks. The teacher will provide written comments and targets about the work as well as an attitude to learning grade and a level for the project. Due to the variation in previous learning between all the subject areas in D&T it is possible that a pupil’s level may be lower for some units than others. This does not mean that her overall level is going down but only that some materials may be unfamiliar or more difficult to work with. It may also be that a pupil has a real ‘flair’ for working with one subject and so receives a particularly high level during that module.

ADDITIONAL INFORMATION In Food Technology pupils will be asked to bring ingredients to the lesson in order to cook. Where the teacher provides ingredients or resources then we may ask for a financial contribution towards the cost. Where pupils do not bring ingredients, they may well be unable to cook that lesson and so miss out on the learning. Pupils will need to be careful to let parents knows what ingredients they need as soon as possible in order to allow time for them to be provided. All other D&T subject will provide resources for the lessons. Where pupils wish to bring home their work at the end of the module, the teacher may ask for a financial contribution towards the resources.

SUBJECT ICT PERIODS PER FORTNIGHT THREE

LEAD TEACHER MR HYWEL STAYTE EMAIL HSTAYTE@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT Autumn Term Introduction to Network, Email and Sites All About Me with Google Docs Internet Safety & Desk Top Publishing Spring Term Home Learning Control and Monitoring Modelling and Presenting Numeric Data Summer Term Data Handling Using Data and Information Sources

ASSESSMENT All work is assessed through self and peer evaluation at the end of any project against Success Criteria identified by pupils at the beginning of the topic of work. Teacher assessment is conducted through the use of Online Test provided by Goal Online. These assessments provide us with NC Levels and formally assess progress and the beginning and end of topics, terms or years.

ADDITIONAL INFORMATION All of our schemes of work are available from our VLE for all pupils to access 24/7. All of the lesson resources are also available so if a pupil is absent they can catch up on all of the electronically. Pupils continue to develop the use of Google Docs throughout this year group which can then be applied to other curriculum areas.

SUBJECT HISTORY PERIODS PER FORTNIGHT THREE

LEAD TEACHER MRS RACHEL GREY EMAIL RGREY@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT

1. Britain in the age of Anglo Saxons prior to 1066 2. ‘1066 and all that’ focus on the conquest of England by the Normans 3. Castles -short in depth focus 4. Medieval Society including the Black Death 5. Monarchy through time a focus on how the power of the monarchy has changed over time.

ASSESSMENT Key assessment Opportunities: Formal assessments:

1. Base line assessment at start of the course. 2. Why did William win in 1066? 3. How hard was the life of a parish priest in medieval times? 4. How has the power of the monarchy changed over time?

More informal assessment will take place at various times throughout the year. We are now beginning to also use a system of levelling pupils work in class as they go along for varying history skills. An extended home learning project on the making of a castle is set at the end of the Autumn term to reflect their knowledge and understanding of the topic.

ADDITIONAL INFORMATION

Much of our work in History is underpinned by using personal learning and thinking skills (Independent Enquirer, Effective participator, Creative thinker, Team worker, Self manager, Reflective learner).

Information to support Year 7 may be available on the school VLE.

Trip available for year 7 is a visit to Hampton Court Palace in the summer term to link with our study of Tudor monarchy.

SUBJECT GEOGRAPHY PERIODS PER FORTNIGHT THREE

LEAD TEACHER MR GAVIN BLACKMAN EMAIL GBLACKMAN@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT

1. Local National Global – group work activity 2. Violent Earth- volcanic hazards, causes, effects, case studies. 3. Gridlock – transport issues in Portsmouth 4. Italy migration – team task looking at migration from Italy to other countries 5. Tourism – various case studies looking at the impact of tourism

ASSESSMENT Key assessment Opportunities: Formal assessments:

1. Base line assessment at start of the course. 2. Should the Smith’s move to Italy – essay re. Moving near Mt Etna. 3. Tram Enquiry – enquiry into whether Portsmouth needs a new tram. 4. Machu Picchu – oral assessment

More informal assessment will take place at various times throughout the year. Pupils will be set one extended homework task (currently linked to the Tourism unit) in the summer term. Pupil will also be set additional homework which will vary in nature. Some are research tasks, skills based activities, completing class based work etc. Our expectation for this homework is that the pupil spends about 30 minutes on the task.

ADDITIONAL INFORMATION

Much of our work in Geography is underpinned by using personal learning and thinking skills (Independent Enquirer, Effective participator, Creative thinker, Team worker, Self manager, Reflective learner).

Information to support Year 7 may be available on the school VLE.

SUBJECT MODERN FOREIGN LANGUAGES (MFL) PERIODS PER FORTNIGHT THREE

LEAD TEACHER MRS MARGARET BROOME EMAIL MBROOME@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT In Y7 pupils learn how to talk about themselves and their families, including birthdays and physical descriptions. They also learn about school, hobbies and describing where they live. They learn about different cultures and life in different countries. Much emphasis is placed on the spoken word but we also work on the key skills of listening, reading and writing.

ASSESSMENT Teacher assessment is ongoing and vocabulary tests take place regularly. Pupils are assessed each term in the four skills of listening, speaking, reading and writing. These assessments are followed up with a review of progress and target setting each term.

ADDITIONAL INFORMATION Able pupils take part in a story writing project. ICT is widely used in lessons and pupils have access to IT facilities. The websites Linguascope and Atantot are used in school. Pupils can obtain passwords from staff to use Linguascope at home. They can also use languagesonline.org and BBC Languages

SUBJECT MUSIC PERIODS PER FORTNIGHT TWO

LEAD TEACHER MRS DEBBIE SCOTT EMAIL DSCOTT@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT Silent Film Listening and analysis of Silent Films. Why music is important to films, how it helps enhance the action on screen. Composition of own music to accompany a silent film clip in small groups. Performance. Elements of Music Introduction to music including sound squares, how to write down rhythms and how to turn rhythms into melodies. Develop own rhythm and compose a short melody. Performance. Keyboard Skills Introduction to playing the keyboard including notes on the stave, notes on the keyboard, learning to play with both hand and learning how to move their right hand up and down the keyboard. Practice and performance of one of two keyboard pieces. Being in a Band Introduction to hoe to play four parts together including class and group performances and learning about beats. Class and group practice and performance.

ASSESSMENT Formal assessment (levels) at end of each topic with self, peer and teacher assessment with video evidence of assessment on system. Informal assessment on-going throughout topic.

ADDITIONAL INFORMATION All topics include individual, group and class work/performance.

SUBJECT PERSONAL DEVELOPMENT PERIODS PER FORTNIGHT TWO

LEAD TEACHER MRS BEV LEWIS EMAIL BLEWIS@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT Personal Development lessons cover areas of personal, social and health education, citizenship, careers education and guidance, economic and financial capability. In Year 7 topics studied include

Anxieties and worries

Time management

Family

Anti-bullying

Personal values

Rights & responsibilities

Community

Pocket money

Consumerism

Healthy eating

Puberty

Smoking

Cycling safety

Attitude to work

Being a citizen Curriculum content may be added to respond to current affairs or current community issues.

ASSESSMENT National curriculum levels are not available for Personal Development so assessment is being developed using Citizenship levels. Pupils are also assessed by their peers and through Attitude to Learning grades.

ADDITIONAL INFORMATION Outside speakers are invited to deliver specialist topics when available and/or appropriate.

SUBJECT PE PERIODS PER FORTNIGHT TWO

LEAD TEACHER MISS CLAIRE ABBOTT EMAIL CABBOTT@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT Within each unit of work pupils will need to understand a number of key concepts:

Competence

Performance

Creativity

Healthy Active Lifestyles

Range of content:

Outwitting opponents as in netball, football, basketball and rounders.

Accurate replication of actions, phrases and sequences, as in gymnastic and dance activities.

Exploring and communicating ideas, concepts and emotions in all activities.

Performing at maximum levels in relation to speed, height, distance, strength or accuracy, as in athletic activities

Identifying and solving problems to overcome challenges.

Exercising safely and effectively to improve health and wellbeing, as in fitness and health activities.

ASSESSMENT All students will complete the core skills unit of work to establish what their base line assessment is within Physical Education. Throughout this year all students will take part in a variety of different sports for four weeks each. During their last lesson in each sport they will be assessed against the National Curriculum guidelines. This will give an overview of the student’s performance throughout the year.

ADDITIONAL INFORMATION PE develops pupils’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. PE helps pupils develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations.

SUBJECT RE PERIODS PER FORTNIGHT THREE

LEAD TEACHER MRS BEV LEWIS EMAIL BLEWIS@PAFG.ORG.UK

GROUPING POLICY MIXED ABILITY

COURSE CONTENT

1. What is RE? 2. Inspirational Figures 3. Buddhism 4. Pilgrimage 5. Places of Worship 6. Symbolism

ASSESSMENT Key assessment Opportunities: Formal assessments:

1. Base line assessment in September. 2. Martin Luther King News article 3. Pilgrimage brochure 4. Guide to a Gurdwara

ADDITIONAL INFORMATION Humanities Day offers the opportunity to extend learning in Year 7 on a particular religious aspect each year.