Guidance for Parents

Year 7

Curriculum

Heathside School

2015-2016

Contents: English pages 2-4 Maths pages 5-6 Science pages 7-8 MFL (French and Spanish) page 9 Humanities (RE, History, Geography) pages 10-16 Design Technology pages 17-18 PE page 19 Drama pages 20-22 Music pages 23-24 Computing pages 25-26 Art pages 27-28

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Year 7 English Programme Year 7 complete 2 written assessments each half term. These are completed in an assessment booklet and marked against flightpath descriptors.

Students show parents/ carers these assessments, and then return the booklets, which are kept for safekeeping, to school.

Autumn 1 3rd Sept-16th October

6 weeks

8 weeks

19th October- 18th December

5 ½ weeks

5th January- 12th

February

5 weeks

22nd February- 24th

March

12 ½ weeks

11th April—20th July.

Me, Myself and I Non-fiction Writing unit and essay

writing skills

The meaning of names

Getting to know your peers

Persuasive writing—promoting your town.

Extracts of autobiographies

Using past, present and future tenses

Active and passive voice

Synonyms and antonyms

Speech writing

What is an essay?

How to write an effective essay Assessmen

ASSESSMENTS

autobiography

Essay based on analysis of extract from ‘Roald Dahl’s autobiography.

S and L: presentation

Play Unit: Dracula

Reading and studying a play

Understanding how to build tension

Using ambitious vocabulary

Recapping colons and semi colons

Researching context

Script writing October half term homework research project: Dracula

ASSESSMENTS

Essay: Character analysis (Dracula)

Imaginative writing: Gothic description based on an image.

Myths and legends

The difference between myths and legends

Greek myths—Perseus and Medusa

Legends- George and the Dragon

Poetry

Myths and legends today

ASSESSMENTS

Writing a Greek myth

Lady of Shalott essay

Pre 1900 Poetry: The Canterbury Tales and

poetry anthology : Journeys

Researching 14th Century England

Reading and analysing extracts from the Prologue of The Canterbury Tale

Analysing and comparing poems

ASSESSMENTS

Essay: poetry essay Or nonsense poetry

Pilgrimage travel article

S and L: discussion

2 week test prep 1hr test: AQA

Boy in the Striped Pyjamas

Reading novel

Identifying key quotations

Examining language, characterisation and themes

ASSESSMENTS

Writing task: personal writing

Essay analysing extract

S and L: drama

Literacy: Accelerated Reader

Literacy: Accelerated Reader

Literacy: Accelerated Reader

Literacy: Accelerated Reader

Literacy: Accelerated Reader

Recommended reading Diary of a Wimpy Kid

Various autobiographies

Recommended reading Oxford Playscripts: Flesh and Blood; The

Devil Walks; Frankenstein

(Challenge) Dracula, Bram Stoker.

Recommended reading Various myths and legends

Recommended reading Various poetry

(Challenge) Sonnet 50, Shakespeare; Our Journey

Had Advanced, Dickinson; A plagued Journey, Angelou.

Recommended reading Good Night Mr Tom, Michelle Magorian Friend or Foe, Michael Morpurgo Carie’s War, Nina Bawden The Diary of Anne Frank

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Title: Autobiography You are being marked on:

AO5 Clearly communicated ideas; appropriate and relevant tone; imaginative; cohesive structure; paragraphing; ambitious vocabulary.

AO6 Spelling, punctuation and sentence structures.

I try to show a viewpoint in autobiographical writing.

I try to write in the style of an autobiography.

I usually write openings and closings and put related points next

to each other.

My ideas are loosely organised.

I can sometimes use tenses with accuracy.

I can sometimes use speech marks and commas.

I do use some words for effect.

I use correct spelling of some common words.

I can write using relevant ideas for an autobiography and develop these

in some detail.

The main purpose of my writing is clear, but not consistently maintained.

My autobiography is organised by clustering related points.

My paragraphs help to organise the content of my autobiography and

there are links between each paragraph.

I use some variety of sentence lengths and structures.

My syntax and punctuation are generally accurate.

I use a reasonably wide vocabulary.

Correct spelling of most words.

I can develop my ideas for an autobiography in some

imaginative detail and establish a clear viewpoint.

The main purpose of my writing is clear and I maintain the

reader’s interest.

My autobiography is structured clearly.

My paragraphs clearly structure main ideas to support the

purpose of an autobiography and my paragraphs are cohesive.

I use a variety of sentence lengths and structures.

I use a full range of punctuation, including speech punctuation.

My vocabulary is chosen for effect.

Spelling is accurate throughout.

I write using some appropriate ideas for an autobiography

I can write using the main features of an autobiography.

My ideas are generally in a logical sequence.

I can make simple links between paragraphs and within paragraphs. I

use a limited range of connections.

I can use some subordinating connectives, e.g. if, when, because

My sentences are demarcated accurately ‘.’ and ‘?’.

I am beginning to expand my vocabulary to match the topic.

Most common words are spelled accurately.

Some relevant content appropriate for an autobiography.

Some main features of an autobiography.

I can put related points next to each other.

I can make links between sentences.

I use simple sentences.

I can use full stops, capital letters, question and exclamation marks.

I use simple vocabulary.

I can spell simple words.

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Title: How does Roald Dahl’s autobiography entertain the reader?

You are being assessed on:

What do you need to do to stay on track for your flight path?

AO1 Identify and interpret information; select quotations; make inferences and deductions.

I know what the extracts are about.

I can summarise information

I begin to explain that some parts are funny.

I sometimes use evidence from the extracts

My answer is mostly relevant to the question.

I can understand and identify some funny moments in the extracts.

I can identify particular details from the extract to support my ideas.

I use some quotations from the extracts to support my ideas.

I can make some general comments about how the evidence is funny.

I can make some general inferences.

My answer is relevant to the question.

I demonstrate that I understand what ‘entertain’ means.

I can identify a range of funny moments from different places

in the extracts.

I carefully select quotations to support my ideas.

I can add some detail to my explanations.

I can make some developed inferences about the examples.

My answer is generally relevant to the question

I can understand and identify a few funny moments in the extracts.

I can use some evidence from the extracts to support my ideas.

I can sometimes use quotations.

I make limited comments about how the evidence is funny but my

descriptions might be a bit vague.

I can make limited inferences

I have a general understanding of what the extracts are about.

I can make some comments about what the extracts are about.

I can refer to key events/ characters in the extracts.

I might give my opinion about moments I find funny.

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Year 7 Maths Curriculum In Year 7 students are set for Maths based on a combination of their Key Stage 2 result, a baseline Maths test taken early in the term and their Maths MidYis score. The national curriculum for mathematics aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

The subject content is delivered across six areas of study:

Number

Algebra

Ratio, proportion and rates of change

Geometry and measures

Probability

Statistics Through the mathematical content, students are taught how to develop mathematical reasoning, problem solving and fluency. Students follow a scheme of work ‘Maths Frameworking’ produced by Collins. There is an on-line version ‘CollinsConnect’ that students have access to at home. www.collins.co.uk/connect Students are assessed regularly (approx. every half term) to ensure they are maintaining the expected level of progress for their ability.

Term 1

Lesson Lesson Lesson

Chapter Flightpaths 7E and 7D Flightpaths 7D and 7C Flightpaths 7B and 7A

1 Using numbers 1.1 The calendar 1.1 Timetables, charts and money 1.1 Charts and financial mathematics

1.2 Positive and negative numbers

1.2 The 12-hour and 24-hour clocks 1.2 Positive and negative numbers 1.3 Simple arithmetic with negative

numbers

1.3 Managing money 1.3 Adding negative numbers 1.4 Subtracting negative numbers

1.5 Multiplying negative numbers

1.4 Positive and negative numbers 1.4 Subtracting negative numbers Travelling in Asia and Eastern Europe

1.5 Adding negative numbers Travelling in Asia and Eastern Europe

1.6 Subtracting negative numbers

Problem solving – Where in the

UK?

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2 Sequences 2.1 Function machines 2.1 Function machines 2.1 Function machines

2.2 Sequences and rules 2.2 Sequences and rules 2.2 Sequences and rules

2.3 Finding terms in patterns 2.3 Finding the missing term 2.3 Working out missing terms

2.4 The square numbers 2.4 Other sequences 2.4 Working out the nth term

2.5 Other sequences

2.5 The triangular numbers Mathematical reasoning – Valencia

Planetarium

Mathematical reasoning – Valencia

Planetarium

Mathematical reasoning – Valencia

Planetarium

3 Perimeter, area and volume 3.1 Length and perimeter 3.2 Perimeter and area of rectangles 3.2 Perimeter and area of compound

shapes

3.2 Area 3.3 Perimeter and area of compound

shapes

3.3 Area of some other 2D shapes

3.3 Perimeter and area of

rectangles

3.4 Volume of cubes and cuboids 3.4 Surface area and volume of cubes

and cuboids

3.4 Volume of cubes and cuboids Problem solving – Design a bedroom Problem solving – Design a bedroom

Problem solving – Design a

bedroom

Chapters 1–3 assessment on Collins

Connect

Chapters 1–3 assessment on Collins

Connect

Chapters 1-3 assessment on Collins

Connect

Chapters 1–3 assessment on Collins

Connect

4 Decimal numbers 4.1 Multiplying and dividing by 10,

100 and 1000

4.2 ordering decimal

4.3 Estimates

4.2 Ordering decimal

4.3 Estimates

4.2 Ordering decimals 4.4 Adding and subtracting decimals 4.4 Adding and subtracting decimals

4.3 Estimates 4.5 Multiplying and dividing decimals 4.5 Multiplying and dividing decimals

4.6 Dividing decimals

4.4 Adding and subtracting

decimals

Financial skills – Shopping for leisure Financial skills – Shopping for leisure

4.5 Multiplying and dividing

decimals

Financial skills – Shopping for

leisure

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Science TERM 1 Programme of study

Unit A - Tissues and transplants - The study of the human body and its construction from individual cells through to

organ systems

Unit B - Sex and science - The human reproductive system

Unit C - Acids and alkalis - An introduction to acids, alkalis and the pH scale

Unit D - Energy and sustainable living - An introduction to energy and different ways of generating electricity

Science

Flight Path A

Flight Path B Students describe some evidence for the functions of one or more organs.

Students explain why the organ they have is important and so why

transplanting it is important.

Students describe in detail what happens during fertilisation, ending with

the fusing of the nuclei. They go on to describe the development of an

embryo by cell division.

Students compare and contrast internal and external fertilisation and/or

internal and external development.

Students apply and use more abstract knowledge and understanding, such as

the particle model of matter and symbols and formulae for elements and

compounds such as sulphuric acid.

Students show a clear and detailed understanding of the likely risks involved in the manufacture and transportation of sulphuric acid and

how such events should be dealt with.

Students describe the functions of different cells based on what they look

like and where they are found.

Students explain what a donor card is and understand why some people may

want to carry a card or may not want to carry a card.

Students explain how IVF works at a cellular level.

Students draw on scientific, economic, and ethical arguments to justify

the manufacture of sulphuric acid, or argue that we should reduce our

dependence on heavy chemical industry.

Students suggest suitable energy resources to use locally and regionally,

justifying their recommendations.

Students explain how most energy resources store energy that originally came from the Sun.

Students describe the functions of organs in other animals.

Students identify the correct organ for transplant in someone with a specific

disease or symptoms.

Students describe fertilisation, implantation, gestation and/or birth with

particular reference to a named animal.

Students explain why some animals produce a few egg cells whereas others

produce thousands.

Students recall detailed scientific knowledge and terminology of properties of acids and make links between different areas, by linking the need to

make sulphuric acid, its dangers and the siting of the factory away from

town and city centres.

Students describe the way in which various renewable resources can be used to provide useful electricity or heat.

Students describe some advantages and disadvantages of different renewable resources, such as wind power not always being available.

Flight Path C

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Students explain that a microscope is used to examine organs and show what is

inside them.

Students recognise that some organs can be transplanted.

Students explain that reproductive systems are used to enable animals to

produce offspring.

Students recall that acids can be hazardous and describe neutralisation reaction.

Students apply and use knowledge and understanding in familiar contexts,

such as the potential dangers of acids being transported along roads.

Students recognise that renewable energy resources help the environment.

Students name some important parts of the body and explain that we

cannot live without these parts.

Students name some important parts of the reproductive system.

Students recall the properties and classification of some common acids and

alkalis.

Students recognise the need to site a chemical factory in a safe place, or

the importance of manufacturing a chemical such as sulphuric acid.

Students name some renewable energy resources.

Flight Path E

Students explain that an organ system is made of organs, an organ is made of

tissue, a tissue is made of cells.

Students describe the functions of the main human organs.

Students describe the role of sperm and egg cells in sexual reproduction.

Students explain the idea of a lifecycle.

Students recall detailed scientific knowledge about acids using a selection of

technical words such as hazardous, corrosive, pollution correctly and in a

relevant context.

Students name some energy resources, and correctly class them as renewable

or non- renewable.

Flight Path D

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Year 7 MFL Grade Descriptors

Speaking

A. Short spontaneous conversations in 2 or more tenses with detailed content B. Simple structured conversations, adapting and using grammar and vocabulary well C. Short structured conversations, including opinions and reasons D. Use of short phrases and expressions of opinions. Pronunciation is good E. Using prompts to produce short phrases and simple sentences

Reading

A. Understand the main points in complex written material of 3 or more tenses B. Understand short factual texts, identifying the main points and opinions C. Understand short texts including some information and opinions D. Understand familiar short texts and note some details E. Understand and note the main points of short texts

Writing

A. Very good grammatical ability, conveying information and opinions in 2 tenses, minimum 70 words B. Writing in individual paragraphs with tenses, opinions and good content C. Writing mainly from memory, good spelling, short paragraphs on familiar topics D. Writing 6-8 sentences on a given topic including likes and dislikes E. Writing 3-5 short sentences including likes and dislikes. Good spelling

Listening A. Note the main points and specific details in spoken extract at near normal speed B. Understand longer passages consisting of familiar language including opinions and information C. Understand passages made up of familiar language noting most of the information and opinions D. Understand the main point short passages made up of familiar language E. Understand the main points of a short extract

In Year 7 students study two Modern Foreign Languages; French and Spanish. They study just French in the Autumn Term and begin Spanish in the Spring Term. The topics covered in Year 7 are listed below. The students are assessed on four components during the year: Speaking; Reading; Writing and Listening. A brief description of the requirements for each flightpath are listed here.

TOPIC AREAS 1. Myself and my family 2. My School 3. Hobbies and free time 4. Where I live 5. Holidays

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Year 7 Assessment in Humanities (Geography, History and Religious Education) Humanities subjects are taught separately as Geography, History and RE lessons. In total there are two lessons each week for History and Geography and one lesson for RE. We aim to

deliver a highly creative and academic curriculum which covers a wide range of topics. As well as classroom learning, the Humanities curriculum area places great importance on extra-

curricular activities. For example, in the summer term we offer the opportunity for year 7 students to join us on a fascinating trip to Normandy in France, here they are able to learn

about the history and geography of the area as well as having lots of fun!

Each year 7 Humanities student will be put on a “flightpath”, these flightpaths have letters from A-E, A being the highest. The flightpaths will be determined by a student’s MidYIS score

and their performance in the first half term’s assessments. Throughout the term each student will be assessed 2-3 times in each subject (Geography, History and RE) these assessments

will be varied and include extended pieces of writing, a small class task or a piece of homework. The assessments will be completed in student exercise books and it is therefore vital

that these books are looked after throughout the year. The assessments have been pre-planned so that all teachers carry out the same assessments for each topic taught. During the

assessments the students will be marked on the skills they show. There are 5 main assessment dimensions for History, 4 for Geography and 3 for RE. The assessment dimensions have

numbers and go up in difficulty, so by the end of the year the aim for every student is to reach or exceed a number appropriate for their flightpath.

This example shows that for a student to maintain their flightpath they need to keep making progress up the flightpath ladder. By July some may reach point 9 or even higher in exceptional circumstances. This example shows a student successfully maintaining their C flightpath throughout the year.

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Year 7 Religious Education - Curriculum Detail In Religious Education in Year 7 students are introduced to a number of different world religions. Students will be taught six topics of learning with each topic lasting half a term. Below is a list of the units with some description of what learning is covered in each:

What does it mean to be a Christian? Students will study the Christian faith. They will investigate the nature of the relationship between God and human beings. They will explore the history of Christianity and the key differences between main denominations. They will also consider the importance of Christian values.

How is the Bible relevant to Christians today? Students will study the Christian Bible. They will know a variety of reasons why Christians use the Bible, they will be able understand the Bible reference system, students will know the word ‘parable’ and understand the moral lessons that can be taken from these stories. Students will also investigate the story of William Tyndale examining how his work helped British people to access the holy text.

How do Sikhs achieve equality within Community Life? Students will study what is meant by the Mool Mantar. They will be able to explain the symbolism of the Ik Onkar. They will know who Guru Nanak was and why he is so important to Sikhs. Students will be able to explain the importance of the Khalsa and to understand the meaning of the 5Ks. Students will be able to explain the importance of the Guru Granth Sahib and how the Gurdwara promotes equality

How do Buddhists apply Siddhartha’s teachings about suffering? Students will study the story of Siddhartha Gautama to understand how his life influenced his beliefs. They will be able to describe what kind of person he was and to be able to understand the Buddha’s response to suffering. Students will know what the Noble Eightfold path is and will be able to give examples of how to follow the path.

Comparative study: Is death the end? Students will be able to describe some different beliefs about life after death. They will be able to explain their own beliefs about life after death and will also reflect on beliefs about past lives. Students will be able to explain their own views on past lives, and to explore Christian beliefs about the afterlife.

Hinduism: Do our actions influence our future? Students will be able to understand how Hindus see God. They will be able to explain the concept of God to others. Students will be able to explain Hindu beliefs about the creation of the world. They will be able to relate the story of the blind men and the elephant to Hindu beliefs about God, and they will be able to synthesise their own version of the blind men and the elephant story.

Students will be assessed under three key assessment dimensions and all units of learning have an opportunity for students to develop in each of these areas:

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Religious Education Assessment Dimensions (these will be used when marking student work and checking flightpaths)

Thinking about religion and beliefs (TRB)

9. Can explain coherently some consequences and influences of religious beliefs on these contemporary world issues 8. Can explain some of the big issues we face in the modern world and how different religions respond to these issues 7. Can use religious and philosophical terms and concepts to explain religious beliefs 6. Can explain and make connections between beliefs, values and practices in different religions 5. Can explain the impact of beliefs and ultimate questions on individuals and communities 4. Can describe the impact of beliefs on individuals, groups and communities 3. Can make connections between beliefs, values and practices within a religion 2. Can identify differences between religions and beliefs 1. Can identify the impact of beliefs and practices on people’s lives

Enquiring, investigating and interpreting (EII) 9. Can start independent critical enquiry into aspects of religions and beliefs 8. Can use a wide range of relevant evidence, examples and sources to explore religious ideas and practices 7. Can interpret religions and beliefs from different points of view 6. Can interpret the importance of different religious symbolism 5. Can suggest answers to questions raised by the study of religions and beliefs, using relevant sources and evidence 4. Can recognise and explain diversity within religious symbolism 3. Can suggest answers to some questions raised by the study of religions 2. Can suggest meanings for religious symbolism, using appropriate key words 2. Can ask important questions about religions and beliefs 1.Can describe and suggest meanings for symbols

Reflecting, evaluating and communicating (REC) 9. Can analyse different (and opposing) viewpoints, including their own, through critical argument and use of evidence and experience. 8. Can argue views persuasively on questions of religion, whilst taking account others’ viewpoints 7. Can express insights of their own into the challenges of committing to a religion or belief in the contemporary world 6. Can contribute to discussions and develop arguments about religious viewpoints and beliefs, and the challenges of believing in a faith 5. Can express clear views about how important religious leaders and texts can make a difference to their own and others' beliefs 4. Can apply issues raised by religion beliefs to their own and others’ lives 3. Can suggest what might happen as a result of their own and others’ attitudes and actions 2. Can make links between what they and other people think is important in life, giving reasons for beliefs, attitudes and actions 1. Can identify what influences and inspires them, and why.

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Year 7 History - Curriculum Detail

What is History?

Students will explore key concepts in history such as ‘chronology’ and ‘interpretations’, which they will be developing over the year.

The rise and fall of the Roman Empire

In this unit students will study reasons for the rise and fall of the Roman Empire and investigate how the Romans ruled their empire looking at social/cultural and political changes.

How did William the Conqueror gain control of England?

Students will investigate why William won the Battle of Hastings and how he kept control in the following years with the introduction of the feudal system and castles to England.

What was it like to live in England after 1066?

Students will explore what it was like to live in the medieval period in England for different people as well as investigating some key events such as the Black Death and the death of Thomas Beckett.

How did England change during the Tudor period?

Students will evaluate how each Tudor monarch changed the way England was ruled with a particular focus on the religious changes of the time.

End of year project: Why was Elizabeth 1st so successful?

Students will complete a depth study on Elizabeth 1st discovering why she was considered such a successful Queen. They will examine her religious ideas and how she fought

off the Spanish Armada.

Students will be assessed under four key assessment dimensions and all units of learning have an opportunity for students to develop in each of these areas:

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History Assessment Dimensions (these will be used when marking student work and checking flightpaths)

Historical Enquiry (HE) 9. Well supported explanation to an enquiry question 8. Devise a historically valid question 7. Can use own research skills to answer an enquiry question 6. Extend enquiry by asking further questions 5. Can pose questions about the past 4. Can use a variety of sources to help answer an enquiry questions 3. Find some simple answers to some simple questions about the past 2. Create a fact file 1. Find some sources and pictures

Chronological Understanding (CU) 9. Pick out connections, contrasts and trends over time within and across different periods 8. Can use dates precisely 7. Describe similarities and differences within and across different periods 6. Can understand anachronisms 5. Can identify similarities and differences between different periods 4. Sequence events in order 3. Recognise and use everyday terms 2. Begin to use everyday terms 1. Show some awareness that things were different in the past

Evaluation of Sources (ES) 9. Can begin to evaluate reliability 8. Can begin to evaluate the

usefulness of sources 7. Can identify similarities and

differences in sources 6. Has some understanding of

reliability using type and origin 5. Understand sources and identify a

difference or similarity 4. Can identify nature and origin of source 3. Has some understanding of the content of the source 2. Can identify the type of a source 1. Can select relevant information of a source and comprehend what the

source is about

Organisation and Communication (OC)

Knowledge and Understanding (KU) 9. Can explain why an event or person is significant 8. Can explain the consequences of an event

7. Can explain the causes of an event 6. Can explain continuity and change in the past 5. Can use evidence to describe an event 4. Can identify similarities and differences

3. Can retell the past in your own words

2. Can list differences between different people’s lives

1. Can list facts about the past and understand the difference between past and present

9. Can come to a well-developed conclusion 8. Can produce structured, informed responses. 7. Can organise paragraphs into themes. 6. Can use historical terms correctly 5. Can describe an event from the past 4. Can use some historical terms 3. Can write simple statements about the past 2. Can list facts about the past 1. Can talk about stories from the past (sometimes

using key terms)

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Year 7 Geography - Curriculum Detail Year 7 is an exciting year of learning in Geography as students are introduced to a number of new places around the world and may re-visit some others but in a different and an exciting way. Students will be taught six topics of learning with each topic lasting half a term. Below is a list of the units with some description of what learning is covered in each:

Introduction to Geography: Students will explore the purpose of Geography and will develop geographical map skills and will apply their learning to a local case study of Weybridge.

Our Changing Physical Landscapes: Students will locate and identify the differences between earthquakes and volcanoes and explain the impacts of these features on the human environment too. Furthermore, students will explore glaciated mountain environments and explain how specific features are formed.

The UK To develop a stronger sense of place, students will explore all aspects of the UK’s geography. Starting with land mass and the British Isles and moving on to jobs, population, wealth and manufacturing in the UK. The module concludes with a focus on why the UK’s physical landscape is like it is and the part glaciation in particular is has played.

The continent of Africa Students will develop a stronger sense of place through an in-depth study of the continent of Africa. Students will explore the human, physical and environmental conditions in Africa and compare the different regions of this vast continent. Students will also explore the misconceptions of the continent and will analyse the importance of aid as part of long term development.

Weather and Climate Students will explore the differences between weather and climate and explain how they impact on people’s lives. Students will identify the distribution of different climates around the world and this unit of learning will reinforce the topic of learning on the UK.

Europe Students will carry out an enquiry into Europe and the EU and students will consider their place in Europe and whether the EU has a sustainable future.

Students will be assessed under four key assessment dimensions and all units of learning have an opportunity for students to develop in each of these areas:

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Geography Assessment Dimensions (these will be used when marking student work and checking flightpaths)

Contextual World Knowledge (WK) 9. Have a very good locational knowledge of a wide range of places (including parts of Africa), environments and features at various scales. 8. Good knowledge from local to global, and in different parts of the world including the UK and Europe. 7. Have fairly sound locational knowledge of a range of places in different parts of the world (UK and Europe). 6. Be able to identify and locate a number of countries and significant geographical features in the UK and Europe 4. Be able to locate and identify some of the capital cities and a few features of the home countries and some EU countries. 3. Have a reasonable knowledge of geographical features in the UK. 2. Be able to identify and locate the home countries, some UK cities and some surrounding seas and identify and locate at least one EU country. 1. Have simple locational knowledge about individual places and environments.

Geographical Understanding (GU)

9. Describe and explain with examples how human and physical processes interact.

8. Explain various ways in which places are linked (include a range of examples).

7. Give reasons to explain the similarities & differences between places (include some links). 6. Give basic reasons to explain links between people, places & environments. 5. Explain some reasons for the similarities and differences between places.

4. Identify some reasons why places / features / patterns change.

3. Be able to explain some basic links between people, places and environments. 2.Compare places and be able to describe how places change over time and space.

1. Identify simple and broad geographical patterns, e.g. weather patterns.

Recognise and use everyday terms to describe places and geographical features.

Geographical Enquiry (GE)

9. Understand the sequence of a good geographical enquiry and carry out an

independent enquiry with limited teacher guidance.

8. Be able to evaluate the strengths or limitations of data collected and suggest ways to

improve an investigation.

7. Understand the sequence of a good geographical enquiry and carry out a basic

independent enquiry following some teacher instructions.

6. Understand the concept of geographical enquiry and carry out some stages of an

enquiry following teacher instructions.

5. Carry out all stages of a teacher set enquiry and use primary and secondary data.

4. Carry out most stages of a teacher set enquiry following instructions.

3. Define and understand the difference between primary and secondary data.

2. Be able to follow simple methods for collecting and presenting relevant geographical

data.

1. Follow instructions to carry out one or two stages of a basic geographical enquiry. Some data is collected and presented in a simple form.

Mapping Skills (MS)

9.Draw and annotate sophisticated sketch maps at different scales incorporating a range of map skills.

8. Interpret thematic maps and locate places and features on atlas maps using latitude and longitude

measured in degrees.

7. Use the sixteen points of a compass to give and follow directions on a map and during fieldwork.

6. Use a large-scale map (such as a 1:25000 OS map) to find the way around a familiar area. Use six figure grid references. 5. Demonstrate an understanding what relief maps and contours show. Use symbols and keys on maps including digital / computer and Ordnance Survey . 4. Draw sketch maps of places and routes that show some understanding of relative scale and direction. Begin to use some conventional symbols when drawing and using maps. Use simple compass directions (N, S, E & W). 3. Use four figure grid references to specify position on maps of different scales including Ordnance

Survey maps. Use the contents and index pages of atlases to find places.

2. Name and locate large scale features (continents and oceans) on world maps and simple atlases and

globes. Name and locate some countries, capital cities and seas, e.g. of the UK (i.e. England, Scotland,

Wales and Northern Ireland) on maps and globes.

1. Estimate relative distances using terms such as nearer than and further away. Follow simple directional instructions, e.g. right, left, backwards, forwards, to follow directions. Identify land and sea on world maps and simple atlases and globes.

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Design Technology:

There are 5 different subject areas which your child will have the opportunity to study over the year.

They are: Food Technology, Textiles, Electronics, Graphics and Resistant Materials. Each project comprises

some written folder work (kept in a folder at school) and a practical outcome. The 5 subjects will be studied in

a carousel format whereby each class will move around from one subject to another every 6-8 weeks.

Each subject will be assessed in 4 skill areas each weighted to mimic the weighting of these same skills at GCSE.

Design: 35%

Make: 35%

Evaluate: 15%

Technical Knowledge: 15%

As your child rotates around the subject, they will have the opportunity to develop these skills and make

progress based upon the feedback they receive from their teacher. They will use this feedback to build on the

skills taught in the previous rotation to make progress and develop along their designated flightpath.

Resistant Materials - DESIGN BRIEF: Design and Make a Balancing Toy which is made out of plastic, wood and metal. The toy should operate on a

horizontal surface and act as a point of interest or amusement. You should consider who the toy is

manufactured for.

Electronics - DESIGN BRIEF:

Robotics are used to aide everyday life and assist in clearing the aftermath of a natural disaster. Your task is to

design and make a Lego robot that can score as many points as possible in NATURE’S FURY!

Food Technology - DESIGN BRIEF: To design and cook a variety of savoury and sweet foods to go in a Healthy Lunch box.

Textiles - DESIGN BRIEF: A children’s book store has just released a new book about Monsters! You have been asked to design and

make a soft toy monster that can be sold alongside the book.

Graphics - DESIGN BRIEF: Cubeecraft would like you to design and make a new character. The figurine needs to have a colourful design.

Before manufacture, a final design proposal must be presented before committing to making the final card

model.

18

Year 7 Textiles: Making Monsters!

DESIGN BRIEF: A children’s book store has just released a new book about Monsters! You have been asked to design and make a soft toy monster that can be sold alongside the book.

What will the following skills look like?

DES

IGN

You will learn how to record your ideas in a variety of ways. You will be assessed on how you present your final design idea.

MA

KE

You will learn how to make your own fabric from scratch and use it to make a soft toy monster! You will then add detail to your monster using applique and embroidery.

EVA

LUA

TE

You will be asked to evaluate your work. You will understand the importance of celebrating your success as well as suggesting ways in which you can improve. Your spelling, punctuation and grammar will be assessed.

TEC

HN

ICA

L K

NO

WLE

DG

E

You will be taught about what fabrics are made of and how they are made. You will be able to describe what makes them different from each other.

Design Make Evaluate Technical Knowledge

R1 R2 R3 R4 R5

I have drawn an outline of my design(s).

I can use some practical process safely with some help.

I can say what I like about my work.

I can name some fibres or fabrics. 7E 7E 7E 7E 7E

I have fully coloured my design(S) using coloured pencils.

I have finished my practical.

I can state WWW +EBI.

I can name some fibres and fabrics. 7E 7E 7E 7E 7E

My design(s) has been described.

I have correctly assembled my practical.

I am able to use full sentences to write WWW+ EBI.

I know the difference between a fibre and a fabric.

7D 7E 7E 7E 7E

I have labelled the materials/ components/ ingredients.

I have accurately cut and assembled my practical.

I have also explained what I have learnt.

I know which fibres are natural and which are man-made.

7C 7D 7D 7E 7E

I have related my design(s) to the design brief.

I have made most of my practical without teacher help.

I have compared my final practical to the Design Brief.

I know what fibres are made of. 7B 7C 7C 7D 7D

I have annotated the techniques/ construction/ processes.

I have used a range of tools and equipment without assistance.

I have included a photo of my finished work.

I understand what properties of fibres are.

7A 7B 7B 7C 7C

I have successfully drawn in 3D.

I am able to select the most appropriate tools/ components/ ingredients to use.

My evaluation includes the opinions of my peers.

I can explain what different fibres are used for.

7A 7A 7A 7B 7B

I have drawn different views of my design.

I can confidently apply a range of processes with skill and quality of finish.

I have used DT vocabulary and varied my sentence structure.

I understand how fabrics are made.

7A 7A 7A 7A 7A

I have included measurements on my design.

I can teach processes to others.

I have fully evaluated all aspects of my practical.

I can explain what different fabrics are used for.

7A 7A 7A 7A 7A

19

Year 7 PE In Year 7 students follow a modular course. Students are taught in both mixed and single sex groups depending on the activity being taught. Standard PE kit is required for all PE lessons but some activities do require additional items.

Year 7 Boys PE Modules

Module Equipment Required Fitness for Sport Standard PE Kit

Rugby Standard PE Kit + Studded Boots and Mouth Guard

Football Standard PE Kit + Studded Boots and Shin Pads

Badminton Standard PE Kit

Dance Standard PE Kit

Year 7 Girls PE Modules

Module Equipment Required Fitness for Sport Standard PE Kit

Netball Standard PE Kit

Lacrosse Standard PE Kit + Mouth Guard

Badminton Standard PE Kit

Dance Standard PE Kit

The Modules last for 4-6 weeks. Different classes will follow different curriculum pathways as not all classes can do the same activity at the same time.

PE

Dimensions

Health Cardiovascular fitness

Muscular strength and endurance

Diet and body composition

Mental challenge

Skills Physical literacy

Co-ordination

Agility

Balance

Body management

Speed

Control

Consistency

Reaction

time

Application Decision making

Tactical awareness

Skills in a competitive situation

Knowledge of rules and regulations

Social Positive behaviour and attitude

Engaged in learning

Communication with others

Respect and sportsmanship

Teamwork and co-operation

Leadership and coaching

20

Year 7 Drama - Programme

Year 7 2015/16

Baseline: - Creating a

performance - Fairytale

Skills: Theatre History –

Greek chorus

Script: Theatre History –

Macbeth

Style: Montage – The

Conquerors

Practitioner: Stanislavski –

Creating a character

Exam: Storybook

interpretation 8 weeks

Prep

Listening to and sharing ideas

Understanding own role in performance

Interpreting text – character performance

Successful group work Understanding key terms Contributing and listening to ideas

Application

Show a range of drama skills

Knowledge of key dramatic styles

Interpretation of script and staying in role

Knowledge of key Dramatic styles and audience sightlines

Interpreting and creating character – voice and movement

Show a range of drama skills: Character, staging, Styles

Reflection

Describe own choices Evaluate own success Explain process of approaching script (diary/log)

Peer evaluate performance success

Explain key terms Evaluate own success

Homework

Key word spellings Greek Theatre Mask (for use in performance)

Working diary/log ‘What makes a good performance?’ guide

Key terms sheet Revision and rehearsal

Vocabulary

Theatre, scene, character, stage, voice, movement, physicality, facial expressions, performance

Chorus Mask Synchronised Sphynx Tragedy Comedy

Stage directions Interpretation Character Script

Montage Scenes Style Audience awareness Still image Thought tracking

Magic if Gesture Posture Character profile

Teacher assessment Application + reflection

Reflection Reflection Application Application Application and reflection

Self – assessment Preparation Application Preparation Reflection + preparation Preparation Application

Peer-assessment Preparation Preparation Application Application Reflection Preparation

21

Year 7 Drama – Overview and Assessment

In Drama there are 7 ‘Rungs’ and 3 areas of assessment: Preparation, Application and Reflection.

In each ‘Rung’, each area of assessment has 5 criteria.

Each year group will have a different flightpath allocated to each rung

To achieve a rung you must: In the first term achieve minimum of 2 criteria; in the second term achieve a minimum of 4 criteria; in the final assessment achieve all 5 criteria.

In Year 7 students have access to rungs 1 up to 5.

Drama Prep Drama Application Drama Reflection

7 1. I support others to work independently, offering

guidance

2. I direct pieces of drama confidently showing a

strong understanding of the dramatic process

3. I encourage and motivate others

4. I use complex drama vocabulary in a critical

way when preparing work

5. I am responsible for the realisation of the

performance

1. I have assured confidence and precision in

performance

2. I make use of key dramatic styles and genres to

create specific effects

3. I use imaginative techniques to ensure that the

audience have the best view possible

4. I create a range of designs/characters with fine

attention to detail (including specific drama skills)

5. I create an emotional impact on the audience using

explorative strategies in an imaginative way

1. I use a sophisticated drama vocabulary with

precision

2. I can discuss drama with exceptional

understanding.

3. I make purposeful and cogent reference to your

own performance

4. I analyse your own work in an imaginative and

informed way

5. I evaluate and justify creative decisions with

thought and sensitivity

6 1. I can work independently in a group without

teacher guidance

2. I contribute Ideas to develop plot and structure

3. I create positive relationships through

collaboration

4. I use Drama vocabulary when preparing work

5. I can be fully responsible for own role in

performance

1. Assured confidence in performance

2. Knows key dramatic styles and genres

3. Always ensure that the audience have the best view

possible

4. Create a design/character with detail (including

specific Drama skills)

5. Create an imaginative character/design,

experimenting with various skills learnt to develop

depth/meaning

1. Uses Drama vocabulary confidently

2. Accurately identifies skills used

3. Describe examples from your own performance

4. Clearly identify successes and improvements for

own work with justification

5. Evaluate and justify creative decisions made in

your prep period

5 1. I can work independently in a group with

minimal teacher guidance

2. I can contribute some ideas and respond to

those from others

3. I can organise my own work and begin to help

others

4. I sometimes uses drama vocabulary when

preparing work

5. I mostly take full responsibility for my role

1 I use most drama skills learnt with confidence

2 I have a sound understanding of some dramatic

styles and genres

3 I try to always ensure that that the audience have a

clear view

4 I can perform confidently on stage as part of a

group or on my own

5 I know how to use contrasts (light/dark,

sound/silence, stillness/movement) to create a

dramatic effect

1 I understand and justify the creative decisions made

within my piece

2 I can evaluate the successes of a piece I have seen,

offering targets for improvement

3 I can make targets for improvement for myself

based on evaluative comments from others

4 I have a good understanding of the historical,

cultural and social context of my drama

5 I can use a variety of practical strategies to explore

a stimulus or present a script

Rung 1 2 3 4 5

Flightpath 7E 7D 7C 7B 7A

22

4 1. I stay focused and can sometimes work

independently without teacher guidance

2. I can contribute some good ideas

3. I listen to others when working in a group and

take on board their ideas

4. I am beginning to direct pieces of drama

5. I can organise my own work and that of other

people

1 I can perform on stage as part of a group with some

confidence

2 I know a range of staging techniques and styles and

how they can be used.

3 I can select and use a range of technical elements

within my work

4 I try to ensure that the audience have a clear view

of the performance

5 I can control my voice and physicality to clearly

express character

1 I can use the language of drama with good

understanding

2 I can talk about the creative decisions made within

my drama

3 I can sensitively discuss the strengths and

weaknesses of a piece I have seen

4 I can start making targets for improvement for

myself

5 I undertake some research to improve my

knowledge of specific drama skills

6

3 1. I can work independently within teachers

instructions

2. I can contribute my own ideas

3. I try and use the ideas of others in my work

4. I try to use Drama words when preparing me

performance

5. I can organise my own work, but not always the

work of others

1 I can control my voice, face, body and language to

show character in different situations

2 I can use give my drama shape and structure with

some strategies such as flashback, still image and

thought tracking

3 I know that the audience need to have a clear view

of the performance

4 I can stay in role throughout a performance

5 I sometimes use levels and space with within my

drama to create interesting pictures

1 I can discuss drama with some understanding

2 I can use the language of drama with reasonable

understanding

3 I can talk about the themes and issues in my drama

and the way they have been presented.

4 I can identify some of the strengths and weaknesses

of a performance I have seen

5 I know some staging techniques and styles

2 1. I sometimes try to organise myself and others

2. I try to contribute my own ideas

3. I can respond appropriately to the ideas of

others

4. I use Drama words when prompted

5. I can sometimes work independently with

guidance from the teacher

1 I can change my voice, face, body and language to

show characters

2 I try to stay in role throughout a performance

3 I can experiment with different facial expressions,

body movements and voices

4 I can sometimes perform on stage as part of a

group.

5 I know how to stage a piece of drama that has an

audience.

1 I can use the language of drama with some

understanding

2 I can describe the creative choices in my drama

3 I can discuss what I think is good about a piece of

drama

4 I can recognise differences between naturalism and

stylized forms (mime etc)

5 I understand that there are theatre traditions from

other times and cultures

1 1. I occasionally try to organise myself, others and

my work

2. I occasionally contribute my own ideas

3. I follow instructions

4. I can give a response to questions about my

work

5. I can complete tasks with support

1 I can change my voice and body to show characters

2 I am sometimes in role in a performance

3 I sometimes remember that the audience need to

have a clear view of the performance.

4 I can try different facial expressions, body

movements and voices.

1 I try to use the language of drama

2 I can say what I like about a piece of drama.

3 I can complete tasks with support and guidance

4 I can give a response to questions about my work

23

Year 7 Music Overview

Purpose of the course The aim of the Music Department is for every student to be actively involved in making music. During the course, basic skills and concepts are covered and students are encouraged to perform and compose together. Listening is central to all musical activities and students are encouraged to develop and broaden their listening skills at all times.

Outline of the course In order to provide an effective skill base for future study and recreational purposes, we aim to cover the following skills and concepts in Year 7: Vocal work – a variety of songs, vocal activities, canons and rounds Sound manipulation, control and graphic scoring techniques Aspects of rhythm – beat, metre, pulse and rhythmic values Timbre and dynamics Instruments of the orchestra Staff notation – through reading and using in performance and composition Listening skills – an open, active and keen ear is encouraged at all times Melody writing Keyboard skills and playing techniques Ensemble playing through group and whole class performance

Aspects of world music

Year 7 Programme

MODULE WHAT WILL STUDENTS BE LEARNING?

1. THE ORCHESTRA Students will learn about the different families and instruments of the orchestra. They will develop an understanding of the layout of the orchestra and the role of the conductor. Assessment: None

2. ELEMENTS OF MUSIC

CLASS CONCERT

Students will be introduced to the elements of music. There will be performing, composing and listening activities based on Carnival of the Animals by Saint-Saens. They will learn about graphic scores. Students will also have the opportunity to perform a piece of their choice in a class concert. Assessment: None

3. RHYTHM & RAP Students will use ostinati in performing and composing tasks. They will study rhythmic notation. They will create their own piece of Rap music. Assessment: Composition

4. PITCH & STRUCTURE

CLASS CONCERT

Students will learn the names and positions of the notes of the treble clef. They will learn about binary and ternary structures through performing and composing tasks. They will learn about the Classical Period. Students will also have the opportunity to perform a piece of their choice in a class concert. Assessment: Composition/ Performance

5. INTERVALS GUITAR A

Students will learn about intervals through performing Chopsticks. Students will also begin to learn the basics of guitar playing. Assessment: Performance

6. INDIAN MUSIC

Students will learn about the key elements of Indian music through listening and composing tasks. Assessment: Composition

24

Music Assessment – at the end of Year 7

FLIGHTPATH PRACTICAL LISTENING

7A -Students give assured performances of complete pieces with a good attempt at left hand accompaniment. -Higher extension tasks are frequently accessed. -They create musical compositions with clear sections and a secure sense of style. -Stylistic improvisation. -Careful consideration is given to beginning and ending of compositions.

-Students can analyse and compare musical features, commenting on the effects created by different elements. -Students understand the context in which the music is written. -Students will be able to complete simple dictation exercises.

7B -Students give good performances of complete pieces, swapping between melodic lines and accompaniment patterns with their partner as appropriate. -Performances are always in time with their partner. -A good attempt at composing two/three sections of a composition with a sense of style, which may include a bass line depending on the task. -Chorus sections are included as appropriate in compositions.

-Students can describe, compare and evaluate different kinds of music using appropriate musical vocabulary.

7C -Students give a good performance of sections of music and make an attempt at more difficult sections, swapping between melodic lines and accompaniment patterns with their partner as appropriate. -Performances are mostly in time with their partner. -A good attempt at composing two sections. -Ostinato motifs are utilised in compositions where appropriate. -Compositions are structured and lyrics are written where appropriate.

-Students can describe and compare different kinds of music using appropriate musical vocabulary.

7D -Students make a good attempt at performing a section of music. -They are sometimes in time with their partner. -A good attempt at composing one section of music. -There is an attempt at writing a second section.

-Students can recognise how musical elements are combined and used expressively.

7E -Students make an attempt at performing a melodic line. -There are some timing problems with their partner. -There is an attempt at composing one section of music. -There is some evidence of lyric writing.

-Students can recognise how musical elements are combined.

Specific criteria for each module can be found in the student’s booklet or on the school website.

25

Year 7 Computing Overview and Programme In recent years there have been significant changes to the material taught under the titles of ICT and Computing in secondary schools. Under the new National Curriculum programme of study, the title ‘ICT’ has in effect been replaced by ‘Computing’. Students are now expected to learn about the use of ‘algorithm’ based thinking to develop specific solutions to problems. In this context an algorithm is a step by step set of operations to be carried out. Our course still involves the use of packages such as Excel and PowerPoint to generate a requisite product, however there is a greater emphasis on computer coding. Students will use block-based models such as Scratch and higher level programming languages as they progress through years 7 to 9. At Heathside, students’ knowledge is developed from their starting point at the end of Key Stage 2 through the use of a number of different projects. They will expect to be coding in HTML and Python in Year 9, preparing them for GCSE courses in Computer Science.

In Year 7 students carry out up to five specific projects which are as follows: Moving On Up: Developing a technology blog to deliver information about computer hardware Game On: Learning how to model using flowcharts and using these to develop an interactive game in ‘Scratch’, a

basic programming language. Murder Most Horrid: Using a database management system to filter and report on suspects’ data Extreme Sports: Managing data using a spreadsheet model to make predictions Bits and Bobs: Learning how computer store data using binary digits

The first project completed by all students is ‘Moving on up’. The information on the next page explains how this project is assessed.

26

How ‘Moving On Up’ is assessed. There are three main aims to the project:

1. Plan and gather assets for a blog.

2. Research hardware and software components.

3. Create and evaluate a Technology blog. The chart below shows skills and processes that a student has to demonstrate to achieve a certain flight path.

Flight Path

Skills and Processes

A I have a clear understanding of audience and purpose and select and create assets that are appropriate for use.

I select applications in advance of the work that I am going to do and test my work on completion against success criteria.

I can discuss what threats using a network and technology pose to myself and others.

I gather feedback and improve my work based on supplied evaluation criteria.

I can explain the difference between hardware and software and can explain how a computer system works.

B I can produce work for an identified audience and purpose, combining assets that I have found as well as assets that I have made.

I select applications appropriate for the work that I am going to do and test my work on completion.

I can discuss what threats using a network and technology pose.

I can gather feedback and improve my work.

I understand the difference between hardware and software and can explain how a computer system works.

C I can re-use digital assets including text and images appropriate for an audience.

I can use different software tools to include and improve assets for a given audience.

I understand the risks associated with different technologies and can use them safely.

I can select and use a range of application based on need.

I understand the differences between the hardware and software components that make up a computer system.

D I have included, images and text in my digital work, giving some consideration to their final use.

I have used more than 1 application whilst making my work and have done so in a safe and appropriate way.

I understand the difference between hardware and software and can identify some of the components that make up a computer system.

E I have included, images and text in my digital work.

I have used more than 1 application whilst making my work and have done so in a safe way.

I can identify some of the components that are commonly found in a computer.

27

SUBJECT: Art

YEAR / UNIT: Year 7 ‘Wire Insects.’

ABOUT THE UNIT [including how it links to the KS3/4/Post-16 Programme of Study]

The unit will start by examining different types of botanical insects and straight away build upon observational drawing skills using pencils. They will be initially inspired by the work of Wenceslaus Hollar. They will explore the work of different artists and examine the similarities and differences between their own work and others. Students will experiment with a range of different media to show the colour, form and texture of individual insects. Students will move on to explore how to show the form of different insects using contour drawing and then begin to articulate the form of their insect using wire. The final outcome of this unit will be a 3D wire bug decorated in tissue paper. Artist examined will also include Albrecht Durer, James Nicholls, Alexander Marshal and Robert Hook. Aims To build self-confidence and self awareness To establish good practice in using a variety of media. To establish good practice in using a sketchbook as a resource To use more than one media in developing ideas To develop research skills To be aware and comment on the meaning behind art and design work To be able to analyse own and others work. Success Criteria: To produce a three dimensional wire and tissue paper bug.

Art is taught for 1 lesson per week. We aim to deliver a highly creative and academic

curriculum which covers a wide range of topics. As well as classroom learning, the Art

curriculum includes a number of artist in residence workshops where students are

involved in working on large sculptures displayed in the school. Our recent workshop

involved a group of year 7 students creating the large metal wall sculpture which is

presented on the front of the school building representing the school values. Each year 7

Art students will be put on a “flight path”, these flight paths have letters from A-E, A

being the highest. Throughout the term each student will be assessed which will include

work undertaken in both the classroom and as homework. The assessments will be

completed in student sketchbooks and it is therefore vital that these books are looked

after throughout the year. The assessment dimensions have numbers and go up in

difficulty, so by the end of the year the aim for every student is to reach or exceed a

number appropriate for their flightpath.

28

Year 7 ART Wire Insects

DEVELOP (D) REFINE (REF) RECORD (REC) PRESENT (PR) 1 I can find images of an artist’s

work. I can use at least one artistic technique with guidance from my teacher.

I can show one idea in my book

I can make a piece of artwork.

2 I can copy the artists’ work. I can use at least one artistic technique on my own.

I can show more than one idea

I am able to use my imagination when creating artwork.

3 I can copy the artists’ work in the style of the artist I can research and find facts about the artist.

I am able to use two or more artistic techniques on my own.

I can show more than one idea and give an opinion on my own work

I can create an imaginative piece of artwork that demonstrates a level of technical skill.

4 I can copy the artists’ work in the style of the artist I can research and find facts about the artist. I can include my own opinions.

I am able to use a range of techniques skillfully on my own.

I can show more than one idea and give an opinion on my own work. I can set targets for improvement with help from my teacher

I can make imaginative artworks based on the work of other artists.

5 I can copy the artists’ work in the style of the artist I can research and find facts about the artist. I can write about the artwork using artistic terms I can include my own opinions.

I am able to use a range of techniques skillfully. I can choose the materials for my work.

I can show a range of ideas and give opinions on my own work. I can set targets for improvement with help from my teacher.

I can create effective, detailed artwork that expresses my ideas

6 I can write about the artwork in detail and begin to make comparisons to other artists.

I can use a wide range of techniques skillfully. I can choose the materials for my work.

I can show a range of ideas clearly and effectively. I can see where my work needs improvement and I can set myself targets.

I can create effective, imaginative artwork that expresses my thoughts, feelings and ideas

7 I can write about the artwork in detail and begin to make comparisons to other artists. I can interpret the meaning behind the artwork.

I can use a wide range of techniques skillfully. I can choose the most appropriate materials for my work.

I can show a range of ideas clearly and effectively. I can give opinions on my own work and other students’ work. I am able to set my own targets.

I can create imaginative and original artwork that expresses my ideas. My artwork is meaningful and personal

8 I can write about the artwork in detail and begin to make comparisons to other artists. I can interpret the meaning behind the artwork. I can take inspiration from the work of others.

I can use a wide range of techniques skillfully. I am able to select the most appropriate materials for my work. I can explain my work using art-specific vocabulary.

I can show a range of ideas clearly and effectively. I can give opinions on my own work and other students’ work. I am able to set my own targets and suggest targets to other students.

I can create imaginative and original artwork that expresses my ideas. It is detailed, meaningful and personal

9 I can write about the artwork in detail and begin to make comparisons to other artists. I can interpret the meaning behind the artwork. I can take inspiration from the work of others and clearly show this in my own work.

I can use a wide range of techniques skillfully. I can explain my work using art-specific vocabulary. I can select the most appropriate materials for my work.

I know where and how to improve my own work. I independently set and work towards my own targets.

I can create highly imaginative and original artwork that expresses my ideas. My work is detailed, meaningful and personal. My work shows unique links to the work of other artists.

DESIGN BRIEF: Inspired by a range of 2D and 3D artists, students will develop their drawing skills with a strong focus on the formal elements of shape, line, tone and colour. They will work towards creating a wire insect covered in tissue paper.

What will the following skills look like?

DEV

ELO

P Develop ideas through

investigations informed by artists. Be able to analyse and discuss the work of the artist to inform own ideas.

REF

INE Refine ideas by experimenting

with a range of media and materials.

REC

OR

D Record ideas and observations.

PR

ESEN

T Present a final piece expressing own ideas and how it links to an artists.