Year 7
Curriculum Guide
Dear Parents/Carers,
We are delighted to welcome you to Woking High School.
We are keen to work with you to provide the best possible education for your
son/daughter. In order to support your son/daughter with their learning, we would
ask that you make yourself aware of what they are studying. By taking an active
interest in your son/daughter’s learning, we believe that students make
considerably more progress. To make the curriculum available to you, we have put
together a Year 7 Curriculum Guide, so that you can support your son/daughter at
home. Please use this Curriculum Guide as a starting point to support their
education, using the ‘Ideas of how to help at home’ section on each subject’s page.
If you have subject specific questions or would like extra guidance, please feel free
to contact the Head of Department directly. You will find contact details at the top
of each subject guide.
We look forward to working with you to provide the best possible education for
your son/daughter.
Mrs Sleap
Head of Year 7
Head of Department Miss S Kundi
Art, Craft & Design
Term
Email [email protected]
Topics
Ideas of how to help at home
Visit a gallery, such as The National Gallery, Tate Modern or The British
Museum (The British Museum has excellent examples of objects and
artefacts which will enrich appreciation for Art History). Compare the
different art styles from different artists, crafts people and designers across
different countries and times.
Autumn
Spring
-Observational Drawing
-Understanding the difference between what we see and what we draw.
-Use of a variety of mark making materials
-Focus on Tone and Perspective
-Recycled Art – Alternative art forms, the value of visual communication.
-Using a variety of 3D materials
-Recycled Art Continued
-Pattern & Culture – Studying artists, designers and craftspeople who have
been inspired to create art with a pattern
The Lightbox in Woking is an excellent place to visit; easy to get to, small
so not overwhelming for your child and is manned by friendly staff. They
run a Young Curators group for students interested in art as well as
workshops.
Before you visit anywhere, do go to the gallery's website and read their
visitors notes and advice so you have a route to follow. For example, The
Louvre contains over 380,000 objects and displays 35,000 works of art. It
is said that if one was to walk through the Louvre and spend only 4
seconds gazing at each object, it would take you three months to get
through the whole museum! So do plan ahead what you want to see.
Art work can be really obvious and decorative but can also be
controversial, challenging and confusing! Encourage your child to read
about and question each piece of artwork (How was it made, what is it
made out of, why was it made, what story is it telling, what do I like, what
don't I like and why?).
We are focusing on recycled art as it challenges students’ thoughts about
what makes art 'good'. This style of art will enable students to see and
create work which uses craft and design and focuses on the story, not just
the decoration. The students will be asked to collect a variety of materials
to use within their lessons. Please do begin to collect materials. When the
weather is nice, in the garden, woods or beach, ask your child to create
work responding to the work of Andy Goldsworthy (outdoor sculptures
created with natural objects). Please do photograph the sculptures and
send them to your child’s art teacher!
During this term students will be asked to research each of the Pattern and
Culture areas. Please encourage them to look, read and respond to each of
the themes. (Not to just cut and paste from google images). Visit temples,
other religious buildings and also older buildings. Consider the different
shapes of the buildings, windows, decorative details and even the shadows
created. Draw out the different features that you see, take photographs.
Encourage your child to look around them at brickwork patterns, carpets,
window displays and mosaics. Why have these spaces been embellished
and decorated? What does it add to the surroundings?
Summer
-Pattern & Culture Continued
If you dare, take them along to a DIY store to pick paint and wallpaper
considering how colours and patterns work together. They need to think
about the impact on the space being decorated, the user/audience. For
budding interior designers get them to create a mood board with some
swatches gleaned from their shopping trip.
Pinterest is a great website which has an eclectic mix of images and ideas
which can be used to inspire students. Students can make their own
themed boards over time collecting their found images. These can be used
not just to support each theme they study, but also to start collecting
images and ideas that inspire them personally. Give your child a keyword
or phrase to type such as 'Red Spot' and ask them to pin their favourite
images.
Setting and Assessment
-Students complete 2 hours of Art every 2 weeks.
-Art is taught in tutor groups and is not set by ability.
-Assessments take place throughout the year. Student work is regularly marked for completion and personalised feedback is provided at least every 8 lessons. All
students will complete an exam during Assessment Week, in the summer term, to assess their drawing skills and written analysis of an artist’s work.
Citizenship & PSHE
Term
Autumn
Topics
-Friendship.
-Self-awareness and behaviour.
-Bullying.
-Study skills.
Head of Department Dr E Williams
Email [email protected]
Ideas of how to help at home
Talk to your child about their friendship groups and those of others. Could
they map out the friendships in their form?
Explore study skills with your child; what different strategies could they try in
order to improve their studies?
Review your child’s internet safety. Do they have a Smart phone, or a
computer that they can use without supervision? What social networking sites
are they using? Have you helped them to review their privacy settings?
Further advice on internet safety can be found here:
Spring
-Human Rights.
-Racism.
-What it means to be British.
-Internet safety.
https://www.thinkuknow.co.uk/parents/
http://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/onlinesafety/
Visit the local museum at the Lightbox to explore the history of our area and
the sorts of people who live here.
Discuss voting with your child. Do you vote? If so why/why not?
Summer
-Democracy and participating in society.
-How to make your voice count.
-Mock election.
Struggling to get your child to talk? Consider trying the Key Jar
www.momastery.com/blog/2015/04/24/key-jar/ to start discussion about some
of life’s Big Questions.
Setting and Assessment
-Students complete 1 hour of Citizenship/PSHE every 2 weeks.
-Citizenship/PSHE is taught in tutor groups and is not set by ability.
-Students are not formally assessed in this subject, although their Form Tutor will look at their books and also monitor their progress during discussions.
Head of Department Mr A Tuson
Computing
Term
Autumn
Spring
Email [email protected]
Topics
-Introduction to the School Network and how to connect to it from
home
-Learning to Touch Type
-Using School email to communicate and to attach documents
Spreadsheets
-Harry Potter Project
-Research
-Students will develop their skills using a range of programmes (word
processing, graphics, DTP, presentation)
-Freaky Friend Project
Ideas of how to help at home
Ask your child to show you how they can login to their school email and
access their files.
Encourage your child to use the school email to communicate with teachers
if they need help with work or have questions.
Consider reviewing how you manage your child’s online access (amount of
time online, what websites they are visiting, how much time is spent online
or gaming).
Encourage your child to listen to technology reports on the news or websites
and then share what they have learnt with the class.
Ask your child to show you what they are earning about when using Scratch
(https://scratch.mit.edu/) and Google Sketchup (http://www.sketchup.com/).
Summer
-Scratch: Play and hack games challenge
-Google Sketchup: Design you own home
-Making movies and recording sound
Play the game that they have created, highlight its good points and suggest
improvements.
Ask your child to draw where they live (the building or a particular room)
using Sketchup.
Setting and Assessment
-Students complete 2 hours of Computing every 2 weeks.
-Computing is taught in tutor groups and is not set by ability.
-Students are assessed formally during each project on their skills and knowledge. Skills are assessed using success criteria on one or more printouts which
summarize or exemplify important elements of the project work. Subject knowledge is assessed using online tests.
Head of Department Mrs N Selmes
Drama
Term
Autumn
Spring
Summer
Email [email protected]
Topics
Ideas of how to help at home
-Greek Theatre.
-Role plays.
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/arts_an
d_theatre/
http://www.ancientgreece.co.uk/
-Radio plays.
-Melodrama.
http://novaonline.nvcc.edu/eli/spd130et/melodrama.htm
-Just So stories (physical theatre).
-Bringing script to performance.
Setting and Assessment
-Students complete 1 hours of Drama every 2 weeks.
-Drama is taught in tutor groups and is not set by ability.
-Practical assessments are completed at the end of every unit.
http://www.boop.org/jan/justso/
http://www.shmoop.com/pyramus-thisbe/summary.html
Design & Technology
Term
Autumn
Topics
Textiles Technology – Underwater,
Summer
Email [email protected]
Ideas of how to help at home
Students complete a carousel of projects which cover a number of
design and technology areas, including:
Food Technology (Cooking and nutrition)* – Healthy Eating,
Spring
Head of Department Ms M Abbs-Rowe
Each unit has a unique set of homework tasks. Information regarding the
homework is printed on a bright orange homework sheet, which should be
glued into your child’s journal. For greater homework success students
should pay attention to the assessment criteria for each piece of work; these
will be provided by staff. Please discuss the assessment criteria with your
child as they complete their homework.
Product Design – Use of CAD/CAM and electronics,
When completing Food Technology, please taste test the products your child
has made and suggest WWWs (what went well) and EBIs (even better if).
Resistant Materials (wood) – Toy train.
Include time to cook at home together with your child.
* When completing Food Technology students will be required to
supply ingredients for practical lessons. If there are any problems,
please contact your son/daughter’s teacher at least 48 hours before the
practical lesson.
At the end of each D&T rotation read through the teacher feedback together
with your child and discuss the comments.
Setting and Assessment
-Students complete 4 hours of Design & Technology every 2 weeks.
-Design & Technology is taught in mixed ability groups.
-The Design & Technology curriculum is divided into 4 main sections. Students rotate through a variety of units during each year covering the key skills in each of
the areas of Graphics, Electronics, Textiles, Food and Product Design.
-Assessment details are printed on orange homework sheets and green unit assessment sheets (glued into student books).
-Catch-up and support sessions run at lunchtime in T7 on Monday, Wednesday and Friday.
Head of Department Mr S Govey
English
Term
Email [email protected]
Topics
Ideas of how to help at home
Ensure your child has access to a good dictionary. Help them to use
this to check work and correct spellings at home.
Autumn
-Identity
-Ballads
-Novel
Help them research into their own family tree for the Identity unit.
Encourage your child to read independently at home on a daily basis.
Reading Records should be used throughout the year.
Spring
-The Village Project
-The Future
The Village Project - This project involves students creating and then
becoming a character in a village. Ask your son/daughter about their
village character and help them to develop their back story.
The Future - Keep an eye out for news articles about new technologies
to discuss with your child. Find out about Woking’s Sci-Fi heritage
with a visit to the H.G. Wells Alien!
Summer
-Shakespeare Speeches
-London
-The Woman in Black
Help them to understand Shakespeare by looking at Sparknotes’ No
Fear Shakespeare (http://nfs.sparknotes.com/) together. The website
provides modern English translations alongside the original text.
A visit to London – see some of the famous sights e.g. Westminster
Abbey, The London Eye, The Tower of London etc. Explore the
museums: The V&A, The Science Museum and The Natural History
Museum
Setting and Assessment
-Students complete 6 hours of English every 2 weeks.
-English classes are set by ability. Sets are reviewed every half term.
-Students work will be regularly assessed for reading, writing or speaking and listening. There will be two exams to assess key skills, one of which will take
place at the end of the year.
Head of Department Mr L Dixon
Geography
Term
Autumn
Email [email protected]
Topics
-Volcanos
-Local urban issues
Ideas of how to help at home
One of the best ways you can help at home is to keep your child aware of
current events in the UK and the rest of the world.
Visit these websites to find excellent news content:
http://bbc.co.uk/news
http://theguardian.com/uk
http://www.independent.co.uk/topic/Geography
Spring
Summer
-Rainforests
-A world of work
-Africa
BBC Bitesize for Geography:
http://www.bbc.co.uk/schools/gcsebitesize/geography/
Ask the following questions:
-Do you know what Geographical events are taking place around the world
this week?
-How will these events affect different people?
–How will these events affect the natural environment?
-What is your opinion on this issue? Justify your opinion using the evidence
you have looked at.
-How have you prepared for your End of Year Assessment?
-What areas do you need to prioritise in your revision?
Setting and Assessment
-Students complete 3 hours of Geography every 2 weeks.
-Geography is taught in mixed ability groups.
-Assessments take place every half term. Students are expected to improve their assessment following feedback. The end of year assessment will include content
from all the topics covered in Year 7.
-Extra support is available for students at lunchtimes in H6.
Head of Department Mr M Jones
History
Term
Autumn
Spring
Email [email protected]
Topics
-Into the Middle Ages
-The Battle of Hastings
-The Crusades
-Medieval Kings
-Why did Henry & Becket quarrel?
-Why did the barons rebel against King John?
Ideas of how to help at home
Students will be investigating the reasons for the development of castles
during the Medieval period. Parents could help by visiting some of the
fabulous castles in the area – Pevensey, Dover and Leeds are particularly
good examples. Also it would be useful for students to carry out virtual tours
of castles, which are available online (see student homework sheets). Both
the BBC and Channel 4 aired excellent Castle documentaries in 2014, which
are still available on catch up.
Students will be investigating the lives of Medieval kings. Hampton Court
offers a fascinating insight into life at court at the end of the Medieval period
and early Tudor period and a visit would allow students to experience this
first hand. The Horrible Histories series of books and Television
programmes investigate a number of monarchs whom students will be
studying and will help them to build upon classroom learning.
The main homework for the term relates to the house to which students
belong. Any additional research and reading that they can conduct into their
house (Stephenson, Brunel, Curie or Faraday) would be of great benefit.
Summer
-The Black Death
-The Peasant’s Revolt
-The lives of medieval peasants
The end of year test focusses upon the lives of Medieval peasants. All
students will be given a copy of the poem – The Crede of Piers Plowman,
written by William Langland. Asking them what they know about medieval
peasants and what they have learnt in the poem will help them to develop a
more detailed understanding of the time prior to the test. It may also be
useful to visit Weald and Downland Museum, which highlights the diversity
of Medieval life across the period.
Setting and Assessment
-Students complete 3 hours of History every 2 weeks.
-History is taught in mixed ability groups.
-Students are assessed three times each term – assessments are listed in the front of all students’ exercise books.
-History catch-up and support sessions run every Wednesday at lunchtime in the History department.
Head of Department Mrs. Heller
Mathematics
Term
Autumn
Spring
Summer
Email [email protected]
Topics
-Arithmetic and types of number
-Fractions
-Decimals
-Angles
-Geometry
-Alegbra
-Fractions, decimals and percentages
-Ratio and proportion
-Sequences
-Metric measures
-Angles
-Equations and inequalities
-Area, perimeter, surface area and volume
-Approximation
-Straight line graphs
-Statistics
Setting and Assessment
-Students complete 7 hours of Maths every 2 weeks.
-Students are set by ability from October half term in Year 7.
-Half termly assessments track students’ progress throughout the year.
Ideas of how to help at home
Log into Mymaths (www.mymaths.co.uk) with your son/daughter and play
a maths game with them and complete online homework.
Login: woking
Password: integer
Students have their own logins to access ‘my portal’.
Other ideas:
-When cooking at home, encourage your child to read scales, use measuring
devices and adapt recipes for different numbers of people,
- Read the gas and electric meters with students and discuss the bills,
-If buying foreign currency, discuss the conversion rates,
-Use tape measures to measure accurately,
-When taking car journeys, discuss speed, distance, time and shortest routes
verses fastest routes,
-Discuss statistics and graphs that appear in the media,
-When decorating, estimate and calculate areas of wall/ceilings to be
painted.
Purchase a KS3 Revision Guide (some are available from the Maths Office
to buy, alternatively you can buy similar online/in bookshops) and work
through activities based on the topics taught this term.
French, German and Spanish
Term
Topics
Head of Department Mr P Bolis
Email [email protected]
Ideas of how to help at home
Autumn
French/German/Spanish
(students focus on one language each term)
-Introductions
-School objects
-Family
-Describing people
-Food and Drink
-Learn/practise with your son/daughter some basic phrases in French/
German/Spanish during meal times.
-Test your son/daughter on new vocabulary, using their exercise books
for reference.
-Practise French/German/ Spanish activities on www.linguascope.com
(see username and password in exercise books) with your
son/daughter.
Spring
French/German/Spanish
(students focus on one language each term)
-Introductions
-School objects
-Family
-Describing people
-Food and Drink
-Learn/practise with your son/daughter some basic phrases in French/
German/Spanish during meal times.
-Test your son/daughter on new vocabulary, using their exercise books
for reference.
-Practise French/German/ Spanish activities on www.linguascope.com
(see username and password in exercise books) with your
son/daughter.
Summer
French/German/Spanish
(students focus on one language each term)
-Introductions
-School objects
-Family
-Describing people
-Food and Drink
-Learn/practise with your son/daughter some basic phrases in French/
German/Spanish during meal times.
-Test your son/daughter on new vocabulary, using their exercise books
for reference.
-Practise French/German/ Spanish activities on www.linguascope.com
(see username and password in exercise books) with your
son/daughter.
Setting and Assessment
-Students complete 5 hours of Languages every 2 weeks.
-Languages is taught in tutor groups and is not set by ability.
-At the beginning of Y7, students take a Swedish test to assess their language skills. Students are assessed in listening, speaking, reading and writing towards
the end of each term. Performance in assessments informs a Teacher Assessed Level awarded at the end of term. In June, teachers will decide who, in Year 7,
will study one language in Years 8 and 9 and who will study two.
Head of Department Mr. Turner
Music
Email [email protected]
Term
Autumn
Spring
Summer
Topics
Ideas of how to help at home
-Elements of Music
-Note Durations
-Chinese Music
Visit: http://www.bbc.co.uk/schools/gcsebitesize/music/elements_of_music/
Read about the elements of music with your son/daughter. Choose a particular
topic and test your son/daughter on their knowledge.
-Reading and Performing From Music Notation
Visit: www.musictheoryhelp.co.uk/ Read through the guides on the
fundamentals of music theory together. Click on ‘exercises’ to test your
son/daughter’s understanding of rhythm and tempo.
-Musical Instruments
-Practical Assessment
Visit: www.musictheoryhelp.co.uk/ Read through the guides on the
fundamentals of music theory together. Click on ‘practise papers’ to test your
son/daughter. If your son or daughter plays an instrument, select the grade
appropriate to their ability. If they do not play an instrument, select Grade One
to start with. Mark their practise paper together and discuss their answers.
Setting and Assessment
-Students complete 2 hours of Music every 2 weeks.
-Music is taught in tutor groups and is not set by ability.
-Students will receive levels for their practical work at the end of the ‘Note Durations’, ‘Chinese Music’ and ‘Practical Assessment’ units of work. For other tasks
in these units they will receive brief written teacher feedback. Students will be tested and levelled at the end of the ‘Music Notation’ unit to check their
understanding in this unit. For the ‘Musical Instruments’ unit they will be asked to research information about an instrument before writing an essay about it under
test conditions.
Head of Department Mr. Costard
Physical Education
Email [email protected]
Term
Topics
Autumn
-Boys - rugby, football, basketball and health related exercise.
-Girls – gymnastics, health related exercise, netball and badminton.
Ideas of how to help at home
Encourage your child to take part in at least one extra-curricular activity.
Spring
-Boys – gymnastics, hockey, badminton and football
-Girls – football, basketball, rugby and hockey
Exercise regularly with your son/daughter. This may include walking,
cycling, swimming or running.
Model healthy food choices.
Summer
-Boys – cricket, tennis and athletics
-Girls – rounders, tennis and athletics
Setting and Assessment
-Students complete 4 hours of PE every 2 weeks.
-Students will be assessed at the beginning of Year 7 to determine which set they will start in. This will include a cross country run and a ball skills assessment.
-Students are taught in single gender groups.
-Students will be assessed at the end of each unit of work. They will study 2 activities per half term. Sets are reviewed each term.
Head of Department Mr. Young
RE
Email [email protected]
Term
Autumn
Spring
Topics
Judaism
The life of Jesus
Ideas of how to help at home
Visit www.myjewishlearning.com to read about Jewish lives, holidays and
culture. Click on ‘quizzes’ to test your son/daughter on their knowledge.
Visit www.jesuscentral.com and click on ‘history and timelines of Jesus’.
Read and discover about Jesus with your son/daughter. Test your son/
daughter on what Jesus’ words mean to Christians by clicking on a specific
time in Jesus’ life.
Discuss key events from this topic with your child at Christmas and Easter.
Summer
Sikhism
Visit www.sikhs.org to learn about Sikhism together. Click on ‘resources’ and
‘glossary’ to test your son/daughter on key words. Research the Sikh
philosophy and encourage your son/daughter to take notes, using bullet points
and their own words.
Setting and Assessment
-Students complete 2 hours of RE every 2 weeks.
-RE is taught in tutor groups and is not set by ability.
-Assessments are completed every half term. These are either a formal assessment or an activity based assessment. Assessment levels are based on the formal
assessments completed at the end of each term.
Head of Department Mrs. Gallagher
Science
Term
Autumn
Spring
Email [email protected]
Topics
-Forces
-The Particle Model
-Cells
-Reproduction
-Energy and Changes
-Muscles and Bones
-Acids and Alkalis
-Mixtures and Separation
Ideas of how to help at home
Science Club is every Wednesday 3:45-4:30pm. This gives the students the
opportunity to extend their practical skills, often carrying out experiments
that they do not have the opportunity to do in lessons.
Visit a virtual lab at www.cellsalive.com with your son/daughter and
challenge them to answer the questions about experiments they carry out.
If you have time, take a trip to the Science Museum, the Natural History
Museum, Kew Gardens, Wesley Gardens, The Lookout (Bracknell) or
Winchester Science Centre & Planetarium.
Read about and discover the solar system at:
www.bbc.co.uk/science/space/solarsystem/
Visit: www.brainpop.co.uk
Login: wokinghigh
Password: wokinghigh
Summer
Electricity
Ecosystems including variation
Space
Visit BBC Bitesize to research and quiz your son/daughter on topics covered
in lessons this term: http://www.bbc.co.uk/education/subjects/zng4d2p
Ask the following questions:
-Do you have a revision guide?
-How have you prepared for your end of year assessment?
Setting and Assessment
-Students complete 6 hours of Science every 2 weeks.
-Students are initially taught in mixed ability classes until the October half term. After this point they are set by ability. The setting is based on data from KS2, their
performance in their first topic tests and feedback from their teachers. All sets cover the same topics, though the topic order within a single half term may vary due
to the availability of specialist equipment. The topics covered match for all sets at the end of each half term, allowing students to move between sets at that point if
appropriate. At February half term students will sit a test on the 4 topics covered to date. Setting may be adjusted based on their performance in this assessment.
-The end of year assessment in June will include content from all the topics covered in Year 7. This assessment will be the main basis of setting in Y8.
Latin (English Sets 1 & 2 only)
Term
Autumn
Spring
Topics
Head of Department Dr. Williams
Email [email protected]
Ideas of how to help at home
-Cambridge Latin Course Stages 1-3.
-Subject and object.
-Roman life.
Read the stories together with your son/daughter and test their
vocabulary using the Cambridge Latin website:
www.cambridgescp.com
-Cambridge Latin Course Stages 4-5.
-1st, 2nd and 3rd person present tense verbs.
-3rd person plural.
Ask your son/daughter to compare the vocabulary used in Latin with the
vocabulary used in other languages (such as French, German and
Spanish) using their text books.
Test your son/daughter using the grammar exercises, found on the
Cambridge Latin Course website (www.cambridgescp.com)
Summer
-Cambridge Latin Course Stage 6.
-Perfect and imperfect tenses.
Visit the British Museum or the London Museum to see Roman exhibits.
Encourage your son/daughter to make notes on facts they find and ask
them to take photographs of artefacts they find particularly interesting, to
bring into school.
Setting and Assessment
-Latin is completed by students in Set 1 and 2 English.
-Students will be regularly assessed on their vocabulary. By the end of term we usually cover the first six stages of the Cambridge Latin Course.
-There will be two key assessments to assess progress, one of which will take place at the end of the year.
A Brief Guide to Revision (Year 7 Assessment week: w/c 16th May 2016)
Revision means to look at again. You need to look at things again as part of learning, as well as in
preparation for exams. But we need active ways to do this ‘looking again, simply reading your notes is
not the most effective way to revise.
WHY?
1 Revision helps learning
2 Revision increases your achievement in tests
3 Achievement in tests gives you wider choices later on.
WHEN?
It is never too early to revisit your learning. Teachers will revise with you and give you advice about
how much revision to do, what you should revise and many will give you special notes to help with
revising. Make yourself a revision timetable and make sure you know when your tests are.
WHERE?
The ideal study room has a desk and is light, airy and quiet. You could use a quiet room at home, the
school library or homework club on Monday lunch time in E2A. Research suggests it is the quality of
the revision rather than the quantity. Avoid doing other things, such as listening to music, while
revising. Give revision your full focus.
HOW?
The first step is to try change. By changing what is in our exercise books or textbooks into a
presenting and digesting the information and start learning.
Ways to change things:
Create diagrams
Labelled drawings
Time-lines (for history)
Mind maps
Charts and flowcharts (for processes)
Audio tapes (great for languages)
Outline/revision cards
Mnemonics
Use colours and highlighters
If you need additional help, please do not hesitate to contact your child’s teacher for more advice.
Contact Details – Academic
Homework - Top tips for parents
Art
Miss Kundi
[email protected]
Citizenship
Dr Williams
[email protected]
Computing
Mr Tuson
[email protected]
Mrs Selmes
[email protected]
Mrs Abbs-Rowe
[email protected]
English
Mr Govey
[email protected]
Geography
Mr Dixon
[email protected]
History
Mr Jones
[email protected]
Latin
Dr Williams
[email protected]
Maths
Mrs Heller
[email protected]
Mr Bolis
[email protected]
Music
Mr Turner
[email protected]
PE
Mr Costard
[email protected]
RE
My Young
[email protected]
Mrs Gallagher
[email protected]
 Pack their bag the night before school, make
sure they have all the equipment that they need
and all the homework which is due in.
Mrs Sleap
[email protected]
 Set up a routine at home for completing
homework.
Drama
D&T
Languages
Science
Contact Details - Pastoral
Head of Year
Pastoral support
coordinator
7R tutor
Mrs Doe
[email protected]
Miss Barfield
[email protected]
7I tutor
Mrs Bowman
[email protected]
7D tutor
Mrs Kimber
[email protected]
7G tutor
Mr Bacon
[email protected]
7E tutor
Miss Randell
[email protected]
7W tutor
Miss Clinton
[email protected]
7A tutor
Dr Ashton
[email protected]
7Y tutor
Miss Spence
[email protected]
Encourage your son/daughter to:
 Write down exactly what they have to do and
the deadline. If they are unsure how to
complete a task, they should ask their teacher at
the end of the lesson or go back to see them at
the end of the day.
 Make sure they take home everything that they
need to complete their homework.
 Use their planner at home to check what they
have to do.
 Do the homework on the night it is set and then
(as long as it is not due the next day) they will
have time to ask the teacher if they do not
understand something or if they require any
further resources.
 Ensure they have a clear and quiet place to
complete their homework at home.
Homework club runs every break and lunch in
Curriculum Support. There is also a KS3
homework club in E2A every Monday lunch time.
Key Dates
Date
Event
Fri 28th September
Year 7 photos
Mon 21st September
Year 7 Curriculum Information Evening
Tuesday 6th October
Year 6 Open evening, school closes at 12.15pm
Friday 9th October
Day 11
Friday 9th November
Day 11
Monday 16th November
INSET 3
Thursday 19th November
Year 7 Consultation Evening
Tuesday 15th December
Christmas Lunch
Wed 16th December
Christmas Concert
Friday 15th January
Day 11
Friday 22nd January
INSET 4
Monday 21st March
Day 11
Friday 29th April
Day 11
w/c Monday 16th May
Year 7 Assessment Week
Tuesday 7th June
Year 7 Curriculum Challenge Information Evening
Thursday 9th June
Year 7 Consultation Evening
Wednesday 22nd June
Day 11
Friday 24th June
INSET 5
w/c Monday 20th June
Year 7 Curriculum Challenge