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Why do we teach this to students?

This unit aims to develop students’ understanding of the world around them while introducing key geographical skills, including fieldwork methods and the use of Geographical Information Systems (GIS) for mapping. It also builds on knowledge and skills developed at Key Stage 2. Throughout the unit, students will engage with core “golden threads” that underpin all topics, alongside an ongoing focus on climate change, which is integrated across the curriculum.

Why do we teach this now?

This unit provides an introduction to key elements of geography, including Geographical Information Systems (GIS), climate change, fieldwork, and the study of the world around us. Rather than beginning with a standalone skills-based approach, these skills are embedded progressively throughout all topics.

By introducing themes such as climate change and other fundamental geographical concepts at the outset, the unit ensures strong relevance to contemporary global issues, while offering an engaging and meaningful entry point to the subject.

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Completing your homework tasks will help you to unlock your future!

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In lessons, Y7 students will be tested to check current reading ability through a number of comprehension questions.

Using this process, the programme will then suggest books that are appropriate for the student to access independently as well as allow them to improve their reading ages.

Students will use their school login details to access the platform and achieve at least 200 Sparx Reader Points each week.

Staff will monitor progress regularly offering additional support if needed and celebrating students' own success whilst using the platform.

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Unit 1: Novel Study. 'Oliver Twist' by Charles Dickens

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Unit 1: Novel Study. 'Oliver Twist' by Charles Dickens

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Through a combination of the abridged novel and carefully chosen original extracts, students begin their study of English Literature. They learn about conventional characters including heroes and villains. Students consider closely how characterisation is developed in a text. They learn how to construct relevant topic sentences, support these with textual evidence and make relevant personal comment in response to a question. Tier 2 vocabulary and subject specific vocabulary relevant to task and text is explicitly taught. Students also develop empathy skills through a series of writing in role tasks.

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Term 1 - The Scientific Method & Movement and Organisation

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Term 1 - The Scientific Method & Movement and Organisation

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Students are introduced to the scientific method and key skills in Science. Our first unit of knowledge is about cells, the human body and the skeletal system.

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Click above to see more rainforest examples on the art department website. This project involves painting a scene from a rainforest. Students can paint a landscape or animals found in a rainforest or both. This develops basic painting skills, teaching students the basics of using acrylic paints and how to effectively use paintbrushes. This again provides inspiration for future projects whilst also allowing students to use their own imagination and creativity to create their own painting.

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Take a journey into the tropical rainforest with this year 7 beautiful paintings. Students learnt about the structure of the rainforest, animal and plant adaptation and deforestation. They hav…

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Students continue their journey in English with a focus on the myths and legends of the British Isles. They look at the tale of Robin Hood as presented by John Keats linking their knowledge of crime stories and 19th Century writers gained in Unit 1 to a fresh study, they also look at the legend of King Arthur and that of The Giants Causeway. Students use their study of legends to inform their own creative writing and develop their own written prose.

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Unit 3: Modern Drama 'Across the Barricades'

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Unit 3: Modern Drama 'Across the Barricades'

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Students draw on their contextual knowledge of Northern Island from Unit 2 to explore a modern drama focusing on love across the social divide. They study how play texts are constructed and learn about playwrights' dramatic methods. They continue to build on their understanding of characterisation and develop their skills in analytical writing. They will write creatively in role. New vocabulary and contextual concepts connected to the social, political and religious context of the play are explicitly taught.

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Transition and safety Transition to secondary school and personal safety in and outside school, including first aid

Healthy routines, influences on health, puberty, unwanted contact, and FGM

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Due to increased rates of Monkeypox, please do not visit a Brook service if you have a fever, a rash on any part of your body and/or any new lumps on your neck, groin or underarms. You should stay at home, isolate and contact NHS 111 by dialling 111. Read information about Monkeypox on the NHS website

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Due to increased rates of Monkeypox, please do not visit a Brook service if you have a fever, a rash on any part of your body and/or any new lumps on your neck, groin or underarms. You should stay at home, isolate and contact NHS 111 by dialling 111.

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Students learn how to use the Academy IT systems safely. Discussing Password strength, cyber-bullying and how to report concern.

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The National Crime Agency's CEOP Education team aim to help protect children and young people from online child sexual abuse.

We do this through our education programme, providing training, resources and information to professionals working with children, young people and their families.

I am:

Respecting me, you, us: building healthy relationships and creating positive cultures is a CEOP Education resource for 12 -14 year olds developed in association with clinical psychologist, Dr. Elly Hanson.

Under 18 and worried about online sexual abuse?
To report, click to visit the CEOP Safety Centre.

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The CEOP Education programme from the National Crime Agency’s CEOP Education Team aims to protect children and young people aged 4-18 from online child sexual abuse.

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Why do we study the past? Why do Historians use sources? Why do Historians use interpretations? What are historical enquires?

Year 7 students will develop their skills in order to answer these questions throughout their studies.

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Students use Scratch to develop their computational thinking and programming skills. https://scratch.mit.edu/

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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

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Topic 1 - What was England like before 1066? 

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Topic 1 - What was England like before 1066? 

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In students first topic in year 7 they will explore the early history of Britain before 1066. They will assess whether Britain was a stable or unstable nation under the Romans and which different groups inhabited Britain during this period?

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Topic 2- Why did William win the Battle of Hastings in 1066? 

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Topic 2- Why did William win the Battle of Hastings in 1066? 

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Why was the year 1066 seen as a year of crisis in England?
Why was their a contest for the throne of England in 1066? Students will explore these key questions during this topic.

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Key ideas about speed and basic forces are taught during this Term, alongside an introduction to particles, states of matter and forming compounds.

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Term 3 - Genes and Reproduction & Reactions

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Term 3 - Genes and Reproduction & Reactions

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This Topic covers variation and reproduction and will be taught alongside the Reactions topic, covering acids, alkalis and neutralisation.

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Topic 3- How disruptive were the Normans in England after 1066?

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Topic 3- How disruptive were the Normans in England after 1066?

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How was William of Normandy able to consolidate his control of England?
Students will explore the ways in which William I was able to keep control of England during the period 1066-1087- many of these were extremely brutal!
This unit also allows the students to explore a part of local History as they examine Sawtry's entry into the Domesday Book!

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Topic 4- Why was the Islamic Empire considered to be a golden age?

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Topic 4- Why was the Islamic Empire considered to be a golden age?

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'Meanwhile elsewhere...'

Have you ever wondered what Islamic Civilisation was like during the 10th Century? How did Medieval Baghdad compare to London at the time?

In this historical enquiry students will explore the significance of Medieval Baghdad. This will be important to their understanding of wider civilisations, the expansion of Empires and features of non-European societies.

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Topic 5 -  Why did Christians take the cross in 1095?

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Topic 5 -  Why did Christians take the cross in 1095?

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Why did many people from across Europe during the 11th Century leave their homes/their way of life to journey to the Holy Land? During this topic, students will consider whether the Crusades were successful or not?

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Topic 6- How did power evolve in Medieval England?

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Topic 6- How did power evolve in Medieval England?

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During this topic students will learn how the concept of 'power' evolved during the Middle Ages. They begin by looking at the murder of Thomas Becket in 1170 and its consequences, followed by a in depth look at the rule of King John and limiting of monarchal power through the Magna Carta of 1215 by finally considering the importance of the origins and beginnings of Parliament.

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Topic 7- Who was the most 'remarkable' woman of the middle-ages?

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Topic 7- Who was the most 'remarkable' woman of the middle-ages?

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In this short enquiry, students will study the remarkable nature of a range of women within the Medieval World. Students will begin by looking at the variety of differing roles/experiences of women within society. They will then explore the significances of differing medieval women; Empress Matilda, Eleanor of Aquitaine and Julian of Norwich.

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Topic 8- What does the life of Mansa Musa tell us about the Kingdom of Mali?

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Topic 8- What does the life of Mansa Musa tell us about the Kingdom of Mali?

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Did you know that the richest person who ever lived ruled the Kingdom of Mali in the first half of the 14th Century?

In this sequence of lessons students will explore the significance of African Kingdoms to world history, more specifically that of West African Mali during the 13th - 14th Centuries. Students will explore geographically the importance of Mali before moving through the enquiry to understand the life of Mansa Musa, his power and wealth and finally his legacy.

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Topic 9: How did a disease cause a rebellion?  

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Topic 9: How did a disease cause a rebellion?  

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How deadly was the Black Death? Why did the Peasants rise up and revolt against authority in the 14th Century?

During this enquiry, students will explore the turbulent events of the 14th Century by examining the causes and consequences of one of Europe's most deadliest diseases; the Black Death!. Students will then apply this understanding to explain the long and short term causes of the Peasants Revolt, 1381.

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Topic 10 - Why was religion under the Tudors a rollercoaster of change?

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Topic 10 - Why was religion under the Tudors a rollercoaster of change?

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Topic 10 is always a favourite!

Why did Henry VIII always have 6 wives? What was the Reformation? What consequences did the the reformation bring to Europe and England during the 16th Century? How did each of the Tudor monarchs change the religion in England?

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Topic 11 - What was Tudor society like? 

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Topic 11 - What was Tudor society like? 

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In this enquiry year 7 students will have the opportunity to study the social elements of history during the Tudor age. Students will develop their understandings on education, diet and tackling of punishments during the Tudor age. Finally, students will study how diverse Tudor England was through the biographies of individuals that lived in Tudor England.

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Topic 12- Were the gunpowder plotters framed?

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Topic 12- Were the gunpowder plotters framed?

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Exist the Tudors and enter the Stuarts...

You know the story but have you ever wondered what really happened on the 5th November 1605?

This short enquiry develops the students understandings of what happened following the death of Elizabeth I and the reign of James Stuart. Before looking more closely at the causes, events and consequences of the Gunpowder Plot to explore whether the plotters were framed or not.

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Topic 13- Why did the Civil War break out?

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Topic 13- Why did the Civil War break out?

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Why was Charles I (king of England) executed in 1649?

This is one of those big questions within history that is incredibly important. Never in English history had the monarch been executed on the will of the people! Year 7 will explore this key question in more depth during this topic.

Students will explore the causes, events and consequences of this important period of English history.

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Topics 14-16- The interregnum, The Restoration, The Plague, The Great Fire of London and the Glorious Revolution!

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Topics 14-16- The interregnum, The Restoration, The Plague, The Great Fire of London and the Glorious Revolution!

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In the final few topics of year 7, students will study the interpretations of Oliver Cromwell, the restoration of the monarchy following the protectorate of Cromwell before moving into the Great Plague of 1665 and the Great Fire of London in 1666. Students will finally finish their studies by looking at how 'glorious' the glorious revolution was.

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Product promotion, design and packaging - Graphics module

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Product promotion, design and packaging - Graphics module

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Learning the basics of logos through analysis, discussion and drawing exercises with the addition of 2D designing in photo-editing software.
Students design and, through the use of 3D Computer Aided Design (CAD) modelling, create a children's camera and promotional packaging. In the course of learning how to use the 3D CAD software the students model a novelty key fob that is 3D printed for them to take home.
Y7 Graphics (Short module)
Students following the shorter module will tackle the same project brief with less coverage of the hand drawn graphic communication topics (isometric drawing, colour theory and rendering)

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2. Is the global development gap narrowing?

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2. Is the global development gap narrowing?

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This module provides a foundation for understanding the concept of development, a key component of the AQA GCSE Geography specification. It establishes essential knowledge that underpins students’ reasoning across other topics, including Tectonics, Climate Change, and Superpowers. Throughout the module, core 'golden threads' are reinforced, alongside an integrated focus on climate change and its affects on development.

Why we study this now:

The module is a foundation for learning and understanding the topic of development. This is a key topic in the AQA GCSE specification to which students will study Also when studying topics such as Tectonics, Climate Change and Superpowers this foundational knowledge is key and will underpin many other topics students study throughout KS3 and 4.

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This unit explores river systems and their impacts on countries and societies, including the influence of climate change on flooding. It also incorporates fieldwork conducted on the school site, providing students with practical experience in data collection and analysis. As well as putting into practice their theory of why areas flood/are susceptible to flooding.

Why we study this now?

To enable students to learn about the key physical processes which shape the land. This will be developed further when studying coasts later in KS3 . Also students learn how rivers work and their importance to people and the environment as well as touching upon how countries due to development and climate change can deal with the issues of flooding. This is a key topic at GCSE too. Students will also undertake fieldwork in this unit.

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Overpopulation is one of the major issues that we are now facing and the challenges that come with this will be vital for current and future generations.

More people now migrate both locally and internationally. It creates many opportunities and challenges for people. It is important that students understand the various reasons why people migrate and the consequences of migration. It also links into soils and how this effects ecosystems, which also in turn effects population distribution.

Why do we teach this now?

The unit follows on from the development topic and links to GCSE Urban Issues and Challenges and Changing Economic World. Students will learn about the challenges faced by overpopulation and the reasons why people migrate.

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This unit examines the reasons behind global urbanisation and how migration to urban areas is linked to levels of development. Students also explore the concept of sustainability, considering how cities around the world are working to become more sustainable, particularly in response to climate change. In addition, the unit addresses the challenges and opportunities associated with urbanisation, including the growth of informal settlements and the implications for communities.

Throughout the unit, key geographical “golden threads” and essential map skills are embedded to support and enhance learning.

Why do we teach this now?

This topic provides the fundamental learning for the urban issues and challenges unit at GCSE it also touches upon other areas such as sustainability which is one of the 'golden threads'.

The topic links well with other topics which students will be studying in Year 7 and Year 8 such population and migration, rivers (causes of flooding) and development to name a few.

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Weather is a topic encountered in everyday life. This unit develops students’ understanding of atmospheric processes and how these influence weather patterns and global climates. Students will also investigate the micro climate of the school through fieldwork, while examining the impact of climate change on weather and climate at a global scale.

This topic gives students the foundational knowledge of the water cycle and high and low pressure systems which is fundamental to know and understand for topic 7 as well as needing to know this at GCSE through both the weather hazards topic and Living World Topic.

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7. Why are Tropical Rainforests at risk 

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7. Why are Tropical Rainforests at risk 

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This unit focuses on biomes, with a particular emphasis on tropical rainforests. Students draw on knowledge from previous units to understand rainforest climates and the reasons why countries exploit these environments and their resources. The unit also examines the impact of deforestation, including its contribution to climate change.

Why we teach this now:

This topic allows students to expand on their understanding of the world and physical environment. This also links to topics previously taught (weather and climate and climate change) as well as linking to the GCSE topics Living World.

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Example of pinch-pots previously created.

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This involves using clay to create an animal of your choice. It allows students to develop basic sculpting skills in art. This gives them possible inspiration of a medium they could use in art if they chose to take it further in later years.

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Unit 4: Shakespeare's Patriarchal Society

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Unit 4: Shakespeare's Patriarchal Society

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Students are introduced to the plays of Shakespeare through a series of extracts exploring the make-up of the society explored by Shakespeare. They consider how Shakespeare develops relationships between parents and children and how this links to marriage, a theme with parallels to that considered in 'Across the Barricades'. Extracts are taken from 'A Midsummer Night's Dream', 'Romeo and Juliet', 'King Lear' and a longer focus is given to 'The Taming of the Shrew.'
Students write creatively. They describe the mood and atmosphere of a theatre like The Globe and they write their own scripts.

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To conclude the year, students study a collection of poetry focusing on people and place. Poems are drawn from a wide variety of times and places. Students learn about poetic forms key poetic methods. Students write analytically about poems exploring poetic method and effect on themselves as readers. They also have the opportunity to apply their learning in creating short poems of their own.

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Designing and Creating a 'monster'- Textiles Module

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Designing and Creating a 'monster'- Textiles Module

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Year 7 Textiles students have an exciting opportunity to create unique ‘creatures/ monsters’  made from upcycled materials in response to the textile waste.

Students gain new knowledge of environmental issues

Respond to a brief [ Textiles Fast Fashion Catastrophe]

Create their own design

Upcycle materials

Learn subject specific vocabulary

Learn to cut fabric on the fold

Learn and master a  variety of hand embroidery techniques

Applique

Embellish

At the end of the course all students reflect and review.

There are extension tasks available at every stage.

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Students use the music from the harry potter films to learn about the Elements of Music, Symbols in music and the Instruments of the Orchestra. They perform Hedwig's theme on the keyboards and compose to represent a Hogwarts house.

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Year 7 use music from the Middle Ages to learn about musical notation and the musical elements. Students will use keyboards to perform melodies and drones.

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Students will use Pachelbel's canon in D to learn about ground bass. They will learn how to prepare a performance, layering different melodies together.

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Students will use the music of Brazil to learn how to play as a whole class ensemble.

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Welcome to the workshop - Resistant Materials Module

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Welcome to the workshop - Resistant Materials Module

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We begin the year by completing a series of three lessons designed to teach the students how to safely use a variety of hand tools and machines. The lessons are focused on building the students confidence when using equipment they may have never used before.

We then move to the main project, where the students design and build a wooden clacker toy. They will spend a few lessons coming up with a range of ideas for their clacker and will then develop these ideas into a final design.

The students will then use a variety of hand tools and machines to create their designed clacker out of plywood, with a bit of string to hold it together. They can then choose to finish the clacker with pyrography designs.

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In theory lessons students will learn about food hygiene, kitchen equipment and how to use it, healthy eating (focus on Eatwell Guide & vitamins/minerals), seasonality of food and organic food.

Students will also learn a variety of practical skills making dishes such as fruit/pasta salad, fruit crumble, toad-in-the-hole, soup and fruit flapjacks.

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This year students will be focusing on a variety of topics designed to consolidate and extend their learning from key stage 2. The Academy subscribes to the online learning platform of 'Sparx maths'. Students can login using their school email and password. All topics covered this year have been assigned a Sparx code which students can use for 'independent learning'

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This year students will be focusing on a variety of topics designed to consolidate and extend their learning from key stage 2. The Academy subscribes to the online learning platform of 'Sparx maths'. Students can login using their school email and password. All topics covered this year have been assigned a Sparx code which students can use for 'independent learning'

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You're logging in to Sparx at Sawtry Village Academy. Not your school?

Log in to Sparx using Microsoft

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1: Number Properties

Special sequences M981

Calculating with roots and powers M135

Index rules with positive indices M608

Finding factors and using divisibility tests M823

Finding the highest common factor (HCF) M698

Finding prime numbers M322

Prime factor decomposition M108

2: Place Value 1

Using number lines M763

Integer place value M704

Decimal place value M522

Partitioning decimals Q127

Converting units of length M772

Converting units of mass M530

Using standard form with positive indices M719

Understanding and ordering whole numbers Q976

Ordering decimals Q509

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3: Place Value 2

Rounding integers M111

Rounding integers using significant figures M994

Rounding decimals using significant figures M131

Estimating calculations M878

Equipment Use

Using a calculator M757

Using a ruler M985

Using a pair of compasses M196

4:Conventions of 2D and 3D Shapes

Line properties M814

Shape properties M276

Symmetry M523

Properties of 3D shapes M767

5: Addition and Subtraction

Adding integers M928

Adding decimals M429

Subtracting integers M347

Subtracting decimals M152

Adding and subtracting with negative numbers M106

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6: Multiplication, Division and Multiplicative Reasoning

Multiplying using place value M911

Using a written method to multiply integers M187

Using a written method to multiply decimals M803

Using the correct order of operations M521

Operations with equal priority Q133

Order of operations with brackets and indices Q546

Multiplying and dividing with negative numbers M288

7: Generalising Number

Simplifying expressions containing multiple variables M531

Simplifying expressions containing non-linear terms M949

Expanding single brackets M237

Factorising into one bracket M100

Expanding single brackets and simplifying expressions M792

8: Linear Sequences

Term-to-term rules for numerical sequences M381

Term-to-term rules for sequences of patterns M241

Substituting into position-to-term rules M166

Position-to-term rules for arithmetic sequences M991

Position-to-term rules for sequences of patterns M866

Special sequences M981

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9: Ordering and Equivalence

Simplifying Fractions M671

Converting between mixed numbers and improper fractions M601

Ordering Fractions M335

Recurring Decimal Notation M701

Rounding decimals M431

Converting between fractions and decimals M958

Converting between fractions, decimals and percentages M264

Ordering fractions, decimals and percentages M553

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Year 7 Competence (physical)– Students will be taught the motor skills needed to be successful in a variety of activities. 

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Year 7 Competence (physical)– Students will be taught the motor skills needed to be successful in a variety of activities. 

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Physical Skills
Change speed, direction and height under control in a variety of ways.

Pass/strike an object with hand, foot, racket, bat or stick, consistently with accuracy and appropriate pace.

Move an object under control.

Receive/be able to return an object.

Mark an opponent.

Get free from an opponent.

Apply basic rules for the activity.

Sustain physical activity for the duration of the activity.

Life Skills

Communication

Solving problems

Self-awareness

Resilience

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Term 1 - 4 - Rugby, Netball, Football, Hockey, HRE, Basketball, Short Tennis, Dance and Gymnastics. 

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Term 1 - 4 - Rugby, Netball, Football, Hockey, HRE, Basketball, Short Tennis, Dance and Gymnastics. 

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Term 5 - 6 - Athletics, Cricket and Rounders. 

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Term 5 - 6 - Athletics, Cricket and Rounders. 

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Students will learn how to play at least 4 chords on the ukulele and perform as group (including singing).

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Careers, teamwork and enterprise skills, and raising aspirations

Financial decision making Saving, borrowing, budgeting and making financial choices

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Everything you need, in one place.

Our platform helps students with the whole progression process - from exploring their interests, to recording the great things they've done, to finding education and training opportunities, to drafting their applications.

Unifrog also helps teachers and counselors to manage the process - from delivering engaging lessons using our off-the-shelf teaching resources, to tracking careers interactions, to drafting References, to submitting applications.
More about International schools More about UK schools + colleges

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We help students compare every opportunity, then apply successfully. We also empower teachers and counselors to manage the progression process effectively.

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Diversity, prejudice, and bullying

Self-worth, romance and friendships (including online) and relationship boundaries

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Lauren's story:

'It's been a tough year'

To be able to see YouTube videos, we have to ask you to accept Targeting Cookies within your Cookie Settings

This is when someone pressurises, forces or tricks someone else into doing anything sexual. This might be kissing, touching, sex or sending a nude photo.

Something can be sexual abuse whether it's happened in person or online.

Sometimes it can be hard to understand what's happened, but sexual abuse is never your fault. If you're worried, you can talk to us.

Find out more about sexual abuse.

This is when someone hurts or injures someone on purpose - including being slapped, punched or kicked. It might happen once, or many times.

Nobody has the right to hurt you, and physical abuse is never okay. You can talk to us about anything that might be happening.

Find out more about physical abuse.

It's not always easy to tell when something is emotional abuse. If someone is constantly putting someone down or making someone feel bad about themselves, that could be abuse.

Emotional abuse can include someone trying to scare, pressure, humiliate, criticise, isolate or threaten someone else. Or putting them into situations that make them feel scared or upset.

If you're not sure whether something is emotional abuse or if you're worried, it can help to talk about it.

Find out more about emotional abuse.

Relationships should always leave you feeling safe, respected and free to be yourself.

Relationship abuse is when someone feels controlled, bullied or scared in their relationship, and it's sometimes called domestic abuse.

Relationship abuse could be something in your relationship, or between your parents or carers. Whatever's happening, it's never okay for someone to make you feel unsafe or scared.

If you're being hurt, put down, or pressured into doing things in your relationship, it's important to get help. And you can talk to us about anything.

Find out more about healthy and unhealthy relationships.

This is when your basic needs aren't being met. This could be not having clothes that fit, not getting enough food or not having a place to live. It could also be when you're not getting the care you need at home, like if you're being left on your own a lot.

You don't have to cope alone, and you can talk to us if you're worried about anything.

Find out more about neglect.

It's never okay for someone to force or pressure you into doing something illegal. This could include stealing, or carrying weapons or drugs.

If you're worried about being pressured, or you want help with something that's happening, you can always speak to Childline for confidential support.

Joshua's story:

'I just didn't know where to go'

To be able to see YouTube videos, we have to ask you to accept Targeting Cookies within your Cookie Settings

This campaign was developed by the Home Office in partnership with Childline, NSPCC, Barnardo's, the Children's Society, the Marie Collins Foundation and the Internet Watch Foundation.

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This year has been difficult for everyone. If you're worried, or something has happened, you don't have to cope alone. Learn about sources of support at this time.

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Students will compose a short piece in response to simple brief. This involves working with a group, creating chord sequences, riffs and melodies.

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Why do we teach this to students ?

Spreadsheets require the continued logical thinking and problem solving approaches and allow students to learn the knowledge behind calculating formulas, handling data and presenting information using numbers and graphs.

Why do we teach this now?

It continues the theme of organizing data and develops that into presentation of data and its validity.

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Computer Systems and Data Science- Term 4

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Computer Systems and Data Science- Term 4

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Why do we teach this to students?
For student to understand and explore the layers of computer systems from programs to the physical components that store and execute these programs. They will discover the fundamental binary building blocks that make up computer systems and how systems are evolving for developments such as AI.

Key concept to embed includes..

Artificial intelligence

Computing systems;

Impact of technology

Why do we teach this now?

Students have learnt the basics of programming. It is important to them build on this knowledge by exploring how programming concept is emerging, and how it is applied to solve problems.

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Hardware, networks and internet - Term 5

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Hardware, networks and internet - Term 5

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Why do we teach this to students?
For student to understand how computer networks and the internet works including how data is transmitted across networks using protocols. Students will be using the internet throughout their education, family life and future. We find it a valuable piece of knowledge for students to understand that process so they may go on to act safely and develop that technology further in the future.

Why do we teach this now?

Students have learnt about how to stay safe online and that programming can be used to construct applications. It seem fitting therefore to give them knowledge about how the largest network in the world works before they use it in many other subjects.

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Why do we teach this to students? (one sentence)

Students are able to develop their creative skills and understand how multimedia can be used to create impact and meet user needs. The skills are transferable and useful out of lessons and in industries.

Why do we teach this now?

Student need a balance between computer science and ICT skills and this being an IT skill means we help that balance before year 8.

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Focusing on improving understanding of different religious festivals and non-religious celebrations, based on the question ‘Why are festivals important to religious communities?

Ramadan

Lent

Wesak

Ganesh Chaturthi

Hanukkah

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KS3 Religious Studies learning resources for adults, children, parents and teachers organised by topic.

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For the Students first term of Drama, they explore acting skills through a text as it gives them an understanding of how to act and encourages them to think about having an impact on an audience.

Students also start to learn valuable life skills such as working with a range of people and gaining empathy for others.

Students are assessed at the end of this unit performing one of the key scenes explored within the unit of work.

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In this unit of work, students learn the style of non-naturalism. Students will learn a range of non-naturalistic acting techniques and apply these to devised scenes and short scripted pieces. These techniques include, narration, breaking the fourth wall, direct address, multi-functional props, in unison speech/movement and physical theatre.

This unit gives students an  understanding of a different style of theatre to that of the previous play they have studied.

Students are assessed on a performance that they create and how many non-naturalistic skills they are able to add to their work.

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Half Term 3- Costume Design and Charlie and the Chocolate Factory 

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Half Term 3- Costume Design and Charlie and the Chocolate Factory 

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In this unit you will get to take on the role of a costume designer and create your own costume design in response to fairytales. You will be entered into a costume design competition and the winners will be rewarded with prizes during an assembly.

In this unit of work you will get to explore and become the famous characters from the film Charlie and the chocolate factory.
You will get to watch sections of the film to help you embody the characters.
You will develop your acting skills by playing a range of characters particularly focusing on body language and accent.
This unit is not formally assessed so it's a good opportunity to develop your acting skills in a fun way.

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This module will cover all basics of the language and topics such as greetings, family, describing yourself and your likes and dislikes.

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This module will cover all basics of the language and topics such as greetings, family, animals and describing yourself.

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In this module, you will learn about school subjects (and say how much you like them!) and school life in a typical French school. You will also learn how to describe your uniform and how to tell the time.

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In this module you will learn about sports and free time activities. You will also discover sports in French-speaking countries. You will consolidate your skills with developing opinions.

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In this module, you will learn how to describe a family and talk about where you live. You will also talk about meals (breakfast food) and festivities in France (Bastille Day). You will also learn how to make texts your own.

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In this module, you will learn how to describe your town/village and talk about what you do at the weekend. You will learn how to order food and drink in a French cafe. You will also learn how to talk about a future holiday and a future visit to Paris!

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In this module, you will revise key vocabulary and grammar.
You will also learn about traditions and festivals in
French-speaking countries.

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In this module you will learn about sports and free time activities. You will be able to give opinions about your free time activities. You will also learn how to describe the weather in Spanish. You will discover about Christmas in Spain.

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In this module, you will learn about school subjects (and say how much you like them!) and school life. You will also learn how to talk about break time activities. You will learn how to write a more detailed description of your school.

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In this module, you will learn how to describe a family and talk about where you live. You will also describe your physical appearance (hair and eyes). You will also discover about the carnival in Cadiz. You will also be able to present yourself and others in more detail.

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In this module, you will learn how to describe your town/village and you will be able to tell the time. You will learn how to order food and drink in a Spanish cafe. You will also learn how to talk about what you are going to do next weekend.

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In this module, you will revise key vocabulary and grammar.
You will also learn about Spanish-speaking countries and festivals in Spanish-speaking countries.

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You will learn about the history of Melodrama and where it originated.
For the first few lessons, you will focus on how to use your body in an over exaggerated way to tell a story.
You will then apply this style to your facial expressions and vocal skills.
You will be assessed on how well you are able to apply key Melodramatic techniques such as a quick pace or a chase to your performance.

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Half Term 5- The New Planet and Live Theatre

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Half Term 5- The New Planet and Live Theatre

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Students will get to explore an undiscovered planet and create in depth characters.

Students will also watch Hetty Feather and piece of live streamed theatre and learn how to anaylse and evaluate an actors performance.

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Worldviews has become an essential part of Religious Education over the recent years. The understanding that each person will hold a worldview and that this is built from many different sources, experiences, and cultural concepts. We are aiming to teach students about their own worldview and begin to consider the worldviews of others and why they may be different.

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Alongside each film, there is more information about the content and suggestions of how it could be used in the classroom.

These clips are taken from the original BBC series, A-Z of Religion and Beliefs.

Suitable for: KS3 in England, Wales and Northern Ireland and 3rd and 4th Level in Scotland.

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Religious Studies KS3: A-Z of Religion and Beliefs

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Alongside each film, there is more information about the content and suggestions of how it could be used in the classroom. These clips are taken from the original BBC series, A-Z of Religion and Beliefs. Suitable for: KS3 in England, Wales and Northern Ireland and 3rd and 4th Level in Scotland.

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Students participate in the Spirited Arts competition run by Natre.org.uk, after choosing a theme they produce one of the following:

Art (painting, drawing, sketching, etc)

Poetry

Photography

Dance

Music

Drama

Sculpture

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This gallery displays entries from the 19th Spirited Arts competition (Summer 2022). Enjoy the work from children & young people who have contributed to each of this year's themes.

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Christianity is the name of the religion, and its followers are known as Christians.

Christianity is focused on the life and teachings of Jesus Christ, who Christians believe to be the Son of God. Jesus was born in Bethlehem over 2,000 years ago.

Today, there are over 2.2 billion Christians around the world, making Christianity the most followed religion.

Video Transcript Video Transcript

My name is Jonnie and I'm a Christian. I believe in one God who has shown himself to us in three ways. This is called the Trinity: God, the Father in Heaven, Jesus who was God in human form and the Holy Spirit who is with us always. I believe that Jesus was killed but then came back to life, which we call the resurrection, and went to heaven. He showed God's love for everyone by opening the way for us to escape hell and join him in heaven when we die. I can talk to God anywhere, so I often start the day with a prayer asking for God's help during the day. But on Sundays I come to church to worship with my friends and family.

There are different denominations in Christianity and I belong to the Church of England. During the service we'll hear someone read from the Bible and it'll be explained by our priest. The priest has different names in different denominations, so they might be called a vicar or a minister or a pastor. Some Christians like to dress up when they go to church but most of the time we can wear whatever we like. But the priest or minister usually wears special clothes, called vestments.

In some denominations like the Catholic Church, the vestments might be a bit more elaborate. And in others, like the Baptist Church, the pastor might just wear a normal suit. There are no rules about what I should eat but some Christians eat fish instead of meat on Fridays and on holy days. And some might even fast sometimes, meaning they go without food altogether. Before a meal, we often say grace thanking God for our food.

What do Christians believe and how do they worship?

Click the image below to discover more about Christianity.

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Religious symbol

The cross is the symbol of Christianity. Jesus Christ was executed by the Romans and died by being crucified on a wooden cross. Christians remember his death and resurrection by wearing crosses. Sometimes crosses will have a figure of Jesus on them. These are called crucifixes.

Denominations

Christians share many beliefs, but they don't all agree on everything. This has resulted in the development of different groups within the religion called denominations. Examples of these include Anglican, Methodist, Baptist and Catholic.

Different Christian denominations worship in different ways. Anglicans, Catholics and Orthodox Christians have a set form of worship. It is a formal ritual based around the sacraments, particularly Holy Communion. This type of worship is called liturgical worship.

Other Christian churches, such as Baptists and Quakers, practice non-liturgical worship. This kind of worship has no set form and often does not involve Holy Communion. Non-liturgical worship is usually centered on Bible readings, a sermon, music and prayers.

As well as worshiping in different ways, Christian churches do not always look the same. For example, many Orthodox and Catholic Churches are more ornate and detailed, whereas Baptist or Methodist chapels are usually much simpler buildings.

Inside a church

Click the picture below to explore the inside of a Christian church.

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The Christian Trinity

Most Christians believe God is revealed in three forms. This is called the Trinity. The word 'trinity' comes from the word 'tri' meaning 'three' and 'unity' meaning 'one'. There are three distinct persons to this one God, and these three persons form a unity. This belief is called the doctrine of the Trinity. Click on the picture below to see how the concept works.

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Facts about Christianity - KS3 Religious Studies - BBC Bitesize

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Learn about the religion of Christianity with facts, figures, quizzes, videos and interactive activities from BBC Bitesize Religious Studies. For children between the ages of 11 and 14.

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Students will learn the basics of print media including audience, genre and conventional design elements. Students will design and create their own Magazine front cover and article page using Canva software to edit images and construct professional looking pages.