The learning journey for Year 7 can be found below. In this area you will see what our students will focus on in every subject in each term in Year 7:
Art
Autumn Term
Project theme- Still life.
- Mark making,
- Recording from still life.
- Development of shading skills,
- Analysing of artist Paul Cezanne.
- Mark making with pen,
- colour theory,
- Artist analysis based on Cubist artists.
Spring Term
Project theme- Portraits.
- How to draw facial features?
- How to draw portraits?
- Explore the history of portraits.
- Using colour to develop portraits.
- Understanding of tone when using colour.
- Contextual understanding of Picasso, Matisse through Fauvism.
Summer Term
Project theme-Environment awareness.
- Designing and analyse the response of contemporary artists Alvaro Soler Arpa and how he experiments with 3D making.
- Develop a final piece.
- Work with 3D materials.
- Advertise artwork and promote recycling and care for the environment through artwork.
Design and Technology
Develop and encourage creative design, confidence in making and awareness on the environmental impact of design choices. Build knowledge and understanding of healthy and balance diets as well as develop practical cooking skills using a variety of recipes
Students will rotate throughout the year between Design Technology, Food and Textiles as follows:
Rotation 1:
Timbers and the environment
- Timbers theory
- Practical project using timber
- Deforestation
- 6 Rs of Sustainability
Rotation 2:
Food preparation and Nutrition
- Food safety
- Nutrition and Health
- Food Commodities
- Practical cooking skills
Rotation 3:
Textiles
- Fabric construction
- Environmental impact of textiles
- Design – creative designs to create unique product to match the theme provided
- Product analysis of existing products
- Practical project with textiles
Drama
Autumn Term
Project theme – Basic performance and teamwork skills
- Understanding basic Drama techniques
- Communication within a team
- Sustaining a role and audience awareness
- Clocking the audience
- Experiment with movement skills
- Explore ways to build a character
- Mask work
Spring Term
Project theme – Vocal skills and abstract techniques
- Explore storytelling and how to communicate vocally with an audience.
- Experiment with key vocal skills including: pitch, pace, and pause, volume, clarity and expression.
- Experiment with basic abstract drama techniques: physical theatre, choral speaking, soundscape
- Creating atmosphere and tension
Summer Term
Project theme – Developing a performance from a script
- Develop empathy skills through portrayal of a scripted character
- Character development
- The differences between sympathy and empathy and how to show this
- Understanding messages and themes
- The importance of social and historical context
- The challenge of line learning and how to overcome this
English
As an academic subject, English in Year 7 will introduce pupils to the key skills and knowledge which will underpin the entire secondary English curriculum
Autumn Term
Autumn 1
Reviewing accurate use of a range of features of spelling, punctuation, and grammar.
Understanding words in context and using this to developing ideas about a text.
Autumn 2
- Write imaginative, interesting and thoughtful texts.
- Produce texts which are appropriate to task, reader and purpose.
- Select appropriate and effective vocabulary.
- Use correct spelling
Spring Term
Spring 1
Context of Victorian Britain:
- Education and Schooling
- Industrialisation and its impact on society
- Youth and Childhood – compared to now
- Charles Dickens and his role as a social commentator for his era.
- How texts from the Victorian Era can help us to understand what daily life was like and how this was different to our own.
Spring 2
- Use a range of strategies to read for meaning – including accurate decoding of a text.
- Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.
- Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
Summer Term
Summer 1
Context of Shakespearean England:
- Background of Shakespeare
- Social hierarchy of the time
- Elizabethan views of the supernatural
- Elizabethan views about the Divine Right of Kings
- Elizabethan views about the ‘other’ – for study of Caliban.
Summer 2
- Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader.
- Relate texts to their social, cultural and historical traditions.
French
Students will develop fluency and independence in listening, speaking, reading and writing in their preferred languages along with an exploration of basic grammatical structures and an introduction to phonetics. They will also develop their knowledge of the target language speaking world
Autumn Term
Module 1 – La rentrée
Introducing yourself, describing siblings, describing a classroom, our likes & dislikes, describe yourself & others, free time activities
Module 2 – En classe
School environment, subjects, uniform, typical school day, learning about a typical French school
Spring Term
Module 3 – Mon temps libre
Free time activities & sports, weather & seasons, sport in French speaking countries, our likes & dislikes
Module 4 – Ma vie de famille
Animals, numbers, describing family and where you live, breakfast preferences, learning about Bastille Day
Summer Term
Module 5 – En ville
Places in a town, where you go at the week-end, inviting someone out, ordering food & drink, making plans, learning about Paris
Module 6 – Le cinéma francphone
Consolidation of modules 1-5 and an in-depth study of the film Le petit Nicolas
Geography
By the end of Year 7 most children should be able to: Provide examples of local, national and global factual information in their answers. They should have an understanding of human and physical geography and how they link to each other, alongside this they should be aware of opportunities and challenges within our natural world and understand the need for sustainably when planning for future development. Using evidence they will use data and maps to identify patterns and support it with their own knowledge to explain why these patterns occur, hey will develop their geographical locational knowledge and through improved communication start to develop a balanced answer.
Autumn Term
Autumn 1
To assess pupils stating points and expand their knowledge of local, global and national locations.
There will also be a focus on geography in the news to develop pupil understanding of the relevance of geography on a global scale
Finally students will look at the geography of their local area
Autumn 2
This topic will look at changes in the UK’s human and physical environments.
Human geography will focus on industrial and population change across the UK
Physical geography will look at change in the UK’s rivers, coasts and climate
Spring Term
Spring 1
Pupils will begin by looking at a third global ecosystem and learn the characteristics of Polar Environments
They will then look at the human impacts on these ecosystems and learn how they need to be sustainably managed to ensure their longevity.
Spring 2
This topic will look at global industries and world economies and their impacts on the natural world
Pupils will begin to look at global industries and their positive effects on countries including Pakistan, Bangladesh, Russia and Saudi Arabia
India ; Dharavi slums recycling.
Pupils will then look at how industry can have negative impacts on global ecosystems focusing on plastic in our oceans and climate change
Summer Term
Summer 1
Pupils will look at contrasting ecosystems and identify differences in physical characteristics between different regions of the world
Pupils will start off by mapping ecosystems of the world and identifying reasons for their location
Pupils will then look at the rainforest ecosystem characteristics in terms of climate, soils and flora and fauna
Pupils will then look at Hot Desert ecosystems and draw comparisons on climate, soils, flora & fauna with rainforests
Summer 2
Pupils will begin by looking at a range of map skills – grid references, scale, topography etc
Pupils will then use these skills to carry out a fieldwork on the local area looking at differences within the local area
History
Students should have a secure understand of how issues of power, rights and religion have changed, developed and influenced each other overtime. Students should also start to develop an understanding of the reasons behind the social, economic and political progress that taken place in Britain and the USA.
Autumn Term
Autumn 1
Did the Normans bring a ‘truckload of trouble’?
What was Anglo-Saxon England like?
Did the Feudal System change England?
How did the Harrying of the North impact the people of England?
Why did William build castles?
What was daily life like in
Source skills
- Change and continuity
- Source analysis
Autumn 2
Did religion do more harm than good in the middle ages?
Why were people so religious in the Middle Ages?
Why was Thomas Becket murdered?
What were the consequences of his murder? HW
What were the crusades?
Does Saladin deserve to be remembered as a hero?
How did Europe benefit from the Crusades?
End of unit review
- Cause
- Source analysis
Spring Term
Spring 1
How much power did Medieval Kings have?
Why was King John so unpopular?
Why was the Magna Carta significant?
Has history been fair to King John?
Where did parliament come from?
Why did the peasants revolt?
What were the consequences of the peasant’s revolt?
- Significance
- Interpretations
Spring 2
Did the Tudors bring nothing but trouble?
What are the differences between Catholics and Protestants?
Why did Henry break with Rome?
Why are the reigns of Mary and Edward known as a religious rollercoaster?
How did Elizabeth try and solve the issue of religion?
How did the voyages of discovery benefit England?
How much social progress was there during Elizabeth’s reign?
- Consequence
- Significance
- Interpretations
Summer Term
Summer 1
To what extent have the lives of Black people improve overtime?
How did the slave trade work?
What was Africa like before slavery?
Who benefited the most from the slave triangle?
What was it like on board a slave ship?
LessWhat was life like on a plantation (source lesson)?
Why did slavery end in Britain?
How did slaves resist their owners?
How did slavery end in Britain?
How did Black Americans achieve Civil Rights?
How did slavery end in the USA?
Did the lives of Black Americans improve after slavery?
- Cause
- Change and continuity
- Source analysis
Summer 2
How did individuals help achieve Civil Rights?
How important was non-violent protest in achieving Civil Rights?
To what extent did life improve after the Civil Rights Act?
Why was there an Industrial Revolution?
What was the Industrial Revolution?
Why was there an Industrial Revolution?
Why was there an Industrial Revolution?
- Cause
Maths
Students will develop fluency, across a curriculum of number, ratio, algebra, geometry and statistics. They will use reasoning skills to solve problems and develop communications skills to explain their mathematical thinking.
Autumn Term
Autumn 1
Statistics: use tables and diagrams to represent data; calculate averages and range
Number: use the four operations to calculate with integers; use special properties of numbers in reasoning
Autumn 2
Algebra: write algebraic expressions to represent number problems; use functions machines, and calculate using formulae
Number: understand and use place value in calculations; use estimation; calculate using decimals and decimal measure.
Spring Term
Spring 1
Number: represent fractions in diagrams; calculate using fractions in real life contexts
Shape: investigate angle properties in turns and shapes; develop reasoning and problem solving using angles
Spring 2
Ratio: develop understanding of ratio to calculate using proportion. Use proportion in real life contexts.
Probability
Be able to describe probability using fractions; use theoretical probability and relative frequency data to predict future events.
Summer Term
Summer 1
Shape: Investigate rotation, reflection, translation and enlargement, understand congruency and similarity in shape.
Algebra: Investigate patterns in sequences; represent sequences using number, diagrams and algebra.
Summer 2
Project and investigations:
Connect skills across the maths curriculum to reason and solve problems in a real life context. Develop communication skills to present calculations, justify conclusions, and make recommendations.
Music
At Moseley School and Sixth Form, the music curriculum aims to create well rounded and developed musicians with the skills and knowledge to become confident musicians. The curriculum builds upon the skills that were learnt at KS2 and includes the three main strands of music- performing, composing and listening. Throughout the two years they will learn about a wide range of topics to support development of the skills necessary for KS4. They will learn about music through listening, singing, playing, evaluating, analysing, and composing across a range of historical periods, styles, cultures, and musical genres.
Students are encouraged to explore their ability and develop a deep understanding of other cultures and develop their love for music. Music is both a rewarding and challenging discipline that will allow students to build upon many skills.
Autumn Term
Understanding the building blocks
Elements of Music and understanding the building blocks behind listening and playing music.
Keyboard Skills
Develop your knowledge of the Keyboard. Learning how to navigate their way around the keyboard and understanding the functions.
Knowledge of keyboard playing, solo/paired performance skills
Spring Term
Instruments of the Orchestra
Understanding the sounds of the different instruments of the orchestra and learn how they look and sound through video and experience.
World Music
Samba/West African Drumming /Japanese music
This topic introduces you to the polyrhythmic style of Latin American Samba and West African drumming. Understanding the importance of a steady beat/pulse as a foundation of rhythmic music, looping rhythms, polyrhythms, call and response and improvisation.
Summer Term
Rap
Introduction to Rap and its notable performers
This topic introduces you to the origins of rap and gives you a chance to improve your composition and lyric writing skills and create your own backing track.
Ukulele skills
Introduction to learning how to play the ukulele, looking at reading chord charts, major and minor chords and the 4 chord pop song structure.
By the end of Year 7 most children should be able to: Listen to music with a discerning ear, perform a variety of instruments confidently. Develop knowledge of the musical elements to apply to music analysis.
Some children will be able to: Lead performances with outstanding rhythm and musicality.
Religious Studies
To introduce beliefs, teachings, and practices of world faiths in order to recognise and explore the wonderful diversity that exists in our societies and communities. This is done through cultivating the 24 moral and spiritual dispositions outlined by the Birmingham agreed syllabus. Fundamental British Values will also be promoted through the teaching of RE.
Autumn Term
Autumn 1
What is belief?
Introduction to RE in year 7/ learning from and about religion
- What has RE got to do with me?
- What is belief?
- What makes someone religious?
- What are the five pillars of Islam?
- What do Christians believe?
- What do Sikhs believe?
- What do Hindus believe?
Autumn 2
Where is God?
- Does God exist?
- What is the nature of God? God is just, loving and omnipotent (Christianity)
- Why do people believe in God and others do not? The problem of evil and suffering
- Is Jesus God? What is the nature of Allah? Tawhid, oneness of Allah
- What do Sikhs believe about God?
- What do Hindus believe about God?
Spring Term
Spring 1
By what authority?
- What makes a good leader?
- What is Risalah?
- Who is Prophet Adam?
- Who is Prophet Ibrahim?
- Who is prophet Muhammad & how he influences Muslims today
- What made Martin Luther King a good leader?
- Why is Jesus important?
Spring 2
How do leaders impact the world?
- What happened to Guru Nanak?
- Who was Buddha?
- Who was Malcolm X and what impact did he have?
- Who was Gandhi and how did he impact the world?
- Project on religious leaders/presentations
Summer Term
Summer 1
How can scripture guide our lives?
- What are the 10 commandments?
- Why does the Quran have authority for Muslims?
- What is the Guru Granth Sahib?
- What is the Torah?
- What is the Bible?
Summer 2
What happens when we die?
- Is there life after death?
- Does the soul exist? Christian & Muslim views
- Do ghosts exist? Where does the soul go when we die?
- What do Jewish people believe about life after death?
- What do Sikhs believe about life after death?
- What do Buddhists believe about life after death?
Science
By the end of year 7 students should be able to plan a simple investigation, identify variables, record data and calculate means, present data graphically and spot relationships, identify hazards and risks.
Cell structure, structure and function of body system and reproduction in Biology. Particles and their behaviour; elements, atoms and compounds; Reactions; acids and alkalis in chemistry. Forces, Sound and light in physics’.
Autumn Term
Autumn 1
Working scientifically – skills based: planning an investigation, recording data, calculating mean’s, presenting data, identifying risks and hazards.
Using a microscope.
QWC: Specialised cells.
Numeracy : magnification calculations
Biology – cell structure, diffusion and unicellular organisms
Autumn 2
Chemistry – Particles and their behaviour.
Physics’ – Forces.
Skills – investigating Hooke’s Law and diffusion.
QWC: States of matter and Squashing and stretching.
Numeracy: calculating speed of particles.
Interpreting Hooke’s law, converting masses.
Spring Term
Spring 1
Biology – Structure and function of body systems.
Chemistry- elements, atoms and compounds.
Physics- sound
Skills – reading oscilloscope traces.
QWC: Skeleton, compounds and Sound and energy.
Numeracy; using pie charts, proportions. Converting units and depth using sonar.
Spring 2
Biology – Reproduction
Skills: Investigating factors affecting germination of seeds.
Investigating methods of seed dispersal.
QWC: Menstrual cycle.
Numeracy: calculation gestation periods in weeks.
Summer Term
Summer 1
Chemistry – Reactions
Physics – light
Skills: calculating the best fuel to use.
Measuring the angles of reflection, refraction and incident.
QWC: Chemical reactions, the eye and the camera.
Numeracy: Calculating the masses of reactants.
Calculating the angle of incident and reflection.
Summer 2
Chemistry – Acids and alkali’s
Skills: measuring pH.
QWC: making salts.
Numeracy: Interpreting pH data to rank substances
Spanish
Students will develop fluency and independence in listening, speaking, reading and writing in their preferred languages along with an exploration of basic grammatical structures and an introduction to phonetics. They will also develop their knowledge of the target language speaking world.
Autumn Term
Module 1 – Mi vida
Pronunciation, personality, age, birthday, siblings, alphabet, numbers, pets
Module 2 – Mi tiempo libre
weather, sports, hobbies, likes and dislikes
Spring Term
Module 3 – Mi insti
School facilities, subjects, typical school day, positive and negative opinions and justifications
Module 4 – Mi familia y mis amigos
personality, physical appearance, where you live, carnival in Cadiz
Summer Term
Module 5 – Mi ciudad
Describing your town, telling the time, making week-end plans, ordering in a café, life in Havana
Module 6 – el cine de habla hispana
Consolidation of modules 1-5 and an in-depth study of the film Ferdinando
Core PE
Every child across the UK must have access to 2 hours per week of school sport/ PE lessons. The aim of core PE is to:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives
Year 7
A variety of activities are available during year 7 to provide students with a range of opportunities to develop a vast amount of skills. Activities include:
- Basketball
- Dance
- Badminton
- Football
- Trampolining
- Netball
- Athletics
- Cricket/ Rounders
- Football Leadership
- Table tennis
- Volleyball
- Handball
- Athletics
- Cricket/ Softball
Extra-curricular activities:
There is a wide range of extra-curricular activities offered including:
- Cricket
- Table Tennis
- Football
- Basketball
- Fitness
Urdu
Students will develop fluency and independence in listening, speaking, reading and writing in their preferred languages along with an exploration of basic grammatical structures and an introduction to phonetics. They will also develop their knowledge of the target language speaking world.
Autumn Term
Module 1 – یہ سب میرے بارے میں ہے
Introducing yourself, describing siblings, describing a classroom, our likes & dislikes, describe yourself & others, free time activities
Module 2 – اسکول میں میری زندگی
School environment, subjects, uniform, typical school day, learning about a typical French school
Spring Term
Module 3 – میرا فارغ وقت
Free time activities & sports, weather & seasons, sport in French speaking countries, our likes & dislikes
Module 4 – میرے دوست اور میرے اہل خانہ
Animals, numbers, describing family and where you live, breakfast preferences, learning about Bastille Day
Summer Term
Module 5 – میرا قصبہ
Places in a town, where you go at the week-end, inviting someone out, ordering food & drink, making plans, learning about Paris
Module 6 – پاکستانی سنیما
Consolidation of modules 1-5 and an in-depth study of the film English Vinglish
Personal Development
Autumn Term
TBC
Spring Term
TBC
Summer Term
TBC
