Curriculum Overview Year 7 2016/2017 Dear Parent/Carer,
September 2016
YEAR 7 CURRICULUM BOOKLET 2016-2017
This booklet is designed to provide you with information regarding your child’s learning at Cardinal Pole Catholic
School.
Recent changes to the National Curriculum means that GCSE exams from 2016 will be tougher, will be assessed
mainly by exams and will be graded 9 to1. In response to these changes we have decided to integrate each
subject’s Key Stage 3 and Key Stage 4 curricula into a Five Year Programme in order to better prepare your child for
their GCSE exams. Our grading system has changed from levels, to a 9 to 1 grade system, where 9 is the highest
grade available. A copy of our conversion wheel, linking the new grades to the previous old grades and levels, is
included in this booklet.
As a Catholic school we seek to develop the whole person: academic, moral, spiritual, and social aspects. We
understand that every person is unique and students and staff are given every opportunity to develop to their full
potential and to contribute positively to the School community. We continue to offer a broad and balanced
curriculum and have continued our extended school service. Our lunch-time, breakfast and afterschool clubs are
available to everyone, providing homework support and a range of other activities for your child to enjoy. The table
below summarises our curriculum offer:
Subject
Number of Periods
Art
Computer Science
Drama
English
French
Geography
History
Literacy
Mathematics
Music
PSHE
Physical Education
Religious Education
Science
Spanish
Technology
1
1
1
5
2
2
2
2
4
1
1
2
3
3
2
1
Thank you for your continued support.
Yours sincerely,
Mr A English—Assistant Headtecher
2 September 2016
Dear Parent/Carer,
YEAR 7 CURRICULUM 2016-17
A smooth transition from Year 6 to Year 7 is vitally important to ensure your child settles at Cardinal
Pole Catholic School and continues to make rapid progress.
This booklet and evening is designed to raise your awareness of work and events in relation to Year 7.
It is important that you are informed so that you are in a position to support your child as they
negotiate their time at school and adjust to this transition period.
The evening and booklet will provide an opportunity for us to inform you of key Year 7 information
including:
Curriculum Structure
Measuring Academic Progress, including Reports
School & Home Support Strategies
Target Setting
Landmark Assessments
Homework
Extra-Curricular Activities
If there are any topics on which you feel you need more information, please do not hesitate to contact
us.
We do hope you enjoy the evening and find this booklet useful.
Thank you for your continued support.
Yours sincerely,
Mr A Parker
Head of Year 7
3 YEAR 7 - CURRICULUM OVERVIEW
2016/17
Subjects:-
Page No:
Art
Computer Science
Creative Performing Arts—Drama
Creative Performing Arts—Music
Design and Technology
English
Geography
History
Mathematics
Modern Foreign Languages
PE
RE
Science
5-6
7-8
9-10
11-12
13-14
15-16
17-18
19-20
21-22
23-25
26-27
28-31
32-33
Specialist Clubs:
Debate
Book Club
Chess
Homework Timetable
Spoken Word Club
SEN Support
Library
Breakfast Club
4 35
36
37
38
39
40
41
42
Art Department
Head of Department: Ms K Place
Art requires that you have an adventurous and
enquiring approach. It allows you to develop, to
investigate, analyse and experiment, allowing you to
express ideas, meaning and emotions in imaginative
and creative artwork
5 Subject: Art
Focus/
Context for
Learning
Focus/
Context for
Learning
Focus/
Context for
Learning
Autumn 1
Autumn 2
Skills 1 – Expressive mark-making
and drawing/painting project
looking at organic forms.
Introduction to creative design
based on the stylistic devices of
Klee.
Spring 1
Skills 1 – Expressive markmaking and drawing/painting project looking at organic forms.
Introduction to creative design
based on the stylistic devices of
Klee.
Spring 2
Skills 1 – Expressive mark-making
and drawing/painting project
looking at organic forms.
Introduction to creative design
based on the stylistic devices of
Klee.
Summer 1
Skills 2 – Colour theory looking
at abstraction, compositional
structure and 3D construction.
Summer 2
Skills 2 – Colour theory looking at
abstraction, compositional
structure and 3D construction.
6 Skills 2 – Colour theory looking
at abstraction, compositional
structure and 3D construction.
Computer Science Department
Head of Department: Ms G Braithwaite
Computer Science has been developed in response to a
number of recent initiatives aimed at promoting computer
science as a rigorous, knowledge-based subject discipline
that should be part of every young person's education.
7 Subject: Computer Science
Focus/
Context for
Learning
Autumn 1
Autumn 2
Baseline Testing
Control system with Flowol
Using computers safely,
effectively and responsibly
Design, use and evaluate
computational abstractions that
model the state and behaviour of
real-world problems and physical
systems
File management
keeping data safe
Games programming in Scratch
Design, use and evaluate
computational abstractions that model
the state and behaviour of real-world
problems and physical systems
Focus/ Context for Learning Spring 1
Spring 2
HTML and website development
Undertake creative projects that
involve selecting, using, and
combining multiple applications,
preferably across a range of devices,
to achieve challenging goals,
including collecting and analysing
data and meeting the needs of
known users
Understanding computers
Understand simple Boolean logic [for
example, AND, OR and NOT] and
some of it uses in circuits and
programming; understand how
numbers can be represented in
binary, and be able to carry out
simple operations on binary numbers
[for example, binary addition, and
conversion between binary and
decimal]
Understand how instructions are
stored and executed within a
computer system
Understand how data of various
types (including text, sounds and
pictures) can be represented and
manipulated digitally, in the form of
binary digits
Understand how data of various
types (including text, sounds and
pictures) can be represented and
manipulated digitally, in the form of
binary digits
Focus/ Context for Learning Summer 1
Summer 2
Introduction to Python
Understand several key algorithms
that reflect computational thinking [for
example, ones for sorting and
searching]; use logical reasoning to
compare the utility of alternative
algorithms for the same problem
8 Complete a project using Python
Creative Performing
Arts Department
Head of Drama Department: Ms L Thomas
You will develop many transferable skills, which are excellent
preparation for a variety of careers. It will help you to unlock
creativity, leadership, public speaking, negotiation and
problem-solving, amongst other important skills. You are
expected to contribute to extra-curricular performances.
9 Subject: Drama
Focus/ Context for Learning Focus/ Context for Learning Focus/ Context for Learning Autumn 1
Autumn 2
Title: Baseline and Induction
Title: Baseline and Induction
Content:
Students are introduced to the core
skills and techniques required to
develop their learning in Drama.
Still image
Improvisation
Role Play
Thought tracking
Gesture
Facial expression
Voice
Physical Theatre
Soundscape
Hot- Seating
Narration
Content:
Students are introduced to the core
skills and techniques required to
develop their learning in Drama.
Still image
Improvisation
Role Play
Thought tracking
Gesture
Facial expression
Voice
Physical Theatre
Soundscape
Hot- Seating
Narration
Spring 1
Spring 2
Title: Component 1- Devising
(Greek Theatre)
Title: Component 1- Devising
(Greek Theatre)
Content:
Students are taught the key
conventions of the Greek Theatre Style
and Genre and apply these techniques
to their own devised work.
Genre: Greek Tragedy
Character: Protagonist, Chorus
Form: Choral commentary
Style and performance conventions:
Choral speech, Synchronisation
Language: Rhythm, Repetition,
Questions, Formality
Interpretation: Relevance of themes
and issues
Use of space: Groupings, Theatre in
the Round
Content:
Students are taught the key
conventions of the Greek Theatre Style
and Genre and apply these techniques
to their own devised work.
Genre: Greek Tragedy
Character: Protagonist, Chorus
Form: Choral commentary
Style and performance conventions:
Choral speech, Synchronisation
Language: Rhythm, Repetition,
Questions, Formality
Interpretation: Relevance of themes
and issues
Use of space: Groupings, Theatre in
the Round
Summer 1
Title: Component 2Performance from Text (Mugged)
Content:
Students use a range of
Stanislavskian methods in order to
develop characterisation and
interpretation.
10 Summer 2
Title: Component 3: Theatre
Makers in Practice (Mugged and
Theatre Review)
Content:
Students complete exam style written
questions showing understanding of the
set text and a theatre piece and explore
how production elements can or have
been used. Creative Performing
Arts Department
Head of Music Department: Mr G Wright
Music is an enjoyable, practical course that will appeal to
pupils with wide-ranging musical interests. You will develop
performing, listening and composing skills through a
variety of musical styles. You will learn a range of methods
employed to create musical compositions and
performances that will include using acoustic instruments
as well as using technology to create and perform music.
You do not need to have learnt to play an instrument
previously; but you will be at an advantage if you can
already play. You will receive instrumental/vocal lessons
through the course and will be expected to participate in
school choirs and/or instrumental ensembles.
11 Subject: Music
Focus/ Context for Learning Focus/ Context for Learning Focus/ Context for Learning Autumn 1
Autumn 2
Unit 1
Elements Of Music
(Lean On Me)
Unit 2
Christmas Music
(Vocal & instrumental ensemble)
Assessment:
During Class and solo singing,
Exploring harmony & unison parts.
Developing keyboard skills. Assessment:
During Class singing, solos &
duets, exploring Harmony and
unison parts Developing vocal
techniques and ensemble skills.
Spring 1
Spring 2
Unit 3
Instruments of the orchestra
(Peter & The wolf -Notation Melody
writing)
Unit 4
Gamelan/Fanfares
(Star Wars)
Assessment:
During group and individual
compositions on work sheets. Performance using k/board exploring
the orchestral timbres and Instrumental Techniques.
Assessment:
During group and individual work.
Composing using simple staff
notation. Exploring C major scale
and arpeggios.
Summer 1
Summer 2
Unit 5
Folk Music
(British Folk music)
Unit 6
Calypso Music
(Walking on sunshine)
Assessment:
During group and individual work.
Exploring improvisation with major
and minor pentatonic scales.
Assessment: individual
performances, group
performances.
12 Design and Technology
Department
Head of Department: Ms K Place
D&T offers you exactly what you need to compliment
your ‘hands-on learning.’
You will study all three D&T Subjects:
Resistant Materials, Textiles and Food Technology on a
carousel learning pathway throughout the Year
13 Subject: Design and Technology
Focus/
Context for
Learning
Focus/
Context
for
Learning
Focus/
Context
for
Learning
14 Food Technology—Carousel
Topic- Introduction to Healthy Eating
Skills: Health and Safety, Food Hygiene, Eatwell plate, Protein, Carbohydrates,
Fruit and Vegetables, Fats, Traffic light labels, Energy distribution, Dairy foods,
Calcium, Where our food comes from, Dairy food chain.
Content:
Theory – Students will learn about healthy eating and the importance of following a
balanced diet. They will look at the components of the eat well plate and the
macronutrients it contains. They will focus on where our vegetables come from and
look closely at the dairy food chain to gain an understanding of how our food
travels. They will begin to focus on sensory qualities of food and how to evaluate
and refine their work. Through the use of peer assessment and self-assessment
they will offer forward improvement on the dishes made
Practical – Students will learn how to use a knife safely using the bridge and the
claw method. They will be able to safely use a wok and a hand blender. They will
learn how to make a prepare a selection of dishes and work on their presentation.
Product Design Textiles—Carousel
Title: Creative Creature
Skills: Introduction to the sewing machine, creative design, Health & Safety,
develop knowledge of sourcing material and qualities, environmental considerations,
drawing skills, literacy through annotation, accuracy and quality of finish, lay
planning (maths- areas), Product development, and seam allowance, Manufacturing.
Content:
Students will develop their skills in creating seams by attempting to create an
organically-shaped product with an irregular seam testing the students hand and
machine-sewing skills. Fastening components will be a key focus for this project with
students gaining an understanding of their use and how to attach them purely for
aesthetic purposes. Templates will develop student’s ability to plan their product
prior to create the final outcome to ensure that it is of high manufacturing quality
and meets the requirements set out in the product specification.
Product Design Resistant Materials—Carousel
Maze Game project: Pupils will be introduced to their first Resistant Materials
Design & Make Activity.
Skills: Health and safety of the workshop, introduction to hand tools, introduce
knowledge of different woods, develop understanding of manmade and natural and
qualities of materials. Design development and analysis of the project, introduction
to machinery, how to accurately measure using tri-square steel rules. Introduction to
polymers, how they are used in resistant materials and how we can manipulate
them, Manufacturing.
Content:
Main focus on Health & Safety learning of how to safely use hand tools and electrical
machinery confidently throughout the term to accurately mark, measure, cut, shape
and assemble a commercial viable product with different types of wood
They will experience both theory and practical learning needs by using a library of
technology terminology
Learn how to sketch in 3D , annotate and describe products and be able to adapt
their own creative design solutions to a brief – They will expand this with technical
drawing in 2d design CAD software for the graphics of the packaging,
Pupils will be asked to use the vacuum former to make the packaging for the maze
game project.
Confidently critique and communicate these ideas both in written and verbal
contexts towards a quality outcome.
English Department
Head of Department: Ms K Archibald
English Language is a core subject that covers all of the
essential communication and creative skills: reading,
writing and speaking and listening. English Literature
covers poems, plays and novels. You will learn how to
analyse, discuss and write confidently about English
Heritage texts and more modern works.
15 Subject: English
Focus/ Context for Learning Focus/ Context for Learning Focus/ Context for Learning Autumn 1
Poetry (following brief introduc-
tion to English-What is a story?)
Introduction to poetry.
What is a poem?
Pupils learn basic terms, e.g. simile,
rhyme, personification, and how to
identify, explain the use of these
techniques in a variety of poems, as
well as how to use these techniques in
their own poetry/creative writing.
Pupils will create their own poems and
will be encouraged to perform them,
both individually and as groups.
Students will learn to compare poems
by writing analytically.
Autumn 2
Novel/Prose Study
Room 13
Private Peaceful
Skellig
Maggot Moon
Ghost of Thomas Kempe
Wonder
Short story collections
Pupils read whole text in class,
focusing on social/historical context,
genre and author’s techniques (e.g.
use of structure).
Pupils use inference/deduction when
reading and writing about texts.
They will study aspects of narrative
including setting, plot,
characterisation and the writers’
styles.
Pupils will produce written work in a
range of forms which are linked to
the text.
Spring 1
Spring 2
Non-Fiction/ Media:
Drama
Pupils study and/or produce a variety
of non-fiction texts, e.g., articles, letters, diary entries and non-fiction literary texts.
The Demon Headmaster
Dracula
Frankenstein
Shakespearian tragedy or comedy.
Pupils focus on writing for purpose
and audience (e.g. use of formal language, use of fact and opinion, using
persuasive techniques, etc.)
(‘Drama’ may also be combined with
the following Shakespeare unit.)
Pupils study conventions of drama
and performance. Social and
historical context is a key focus this
half term.
Summer 1
Shakespeare and Language
A possible selection from:
Midsummer Night’s Dream
The Tempest
Macbeth
King Lear
As You Like It.
Pupils will research life in Elizabethan
England and are introduced to the
language of Shakespeare.
16 Summer 2
Media/End of Year exam
preparation – review the reading
and writing skills taught over the
year.
Explore a range of texts and revise
language skills.
Off By Heart poetry – leading to
Off By Heart poetry competition.
Geography Department
Head of Department: Mr J Crotty
Geography helps you to make sense of the world
around you. It is hands on, it is relevant and it is fun.
It gives you the chance to get to grips with some of
the big questions which affect our world and
understand the social, economic and physical forces
and processes which shape and change our world.
17 Subject: Geography
Focus/ Context for Learning Focus/ Context for Learning Focus/ Context for Learning Autumn 1
Content:
Autumn 2
Content:
Map Skills
Introduction to use of map skills in
geography. Introducing geographical
language and concepts, particularly
map and field sketch skills.
Oceans and Continents
Compass directions
Four/Six figure grid references
Scale
Sketch Maps
OS Map Symbols
Covering the UK in line with the
National Curriculum. Dealing with
issues of migration and inequality
across the UK, along with the history
of the formation of the UK.
UK, GB and British Isles
London
Migration UK
Rural/Urban
Employment
Population
Wealth
Spring 1
Content:
The UK
Spring 2
It’s Our Planet
Covering the geological eras in line
with the National Curriculum.
Understanding the Big Bang theory
and its place in a Catholic school. Introducing plate tectonics which will
reoccur at KS3 and 5.
Big Bang Theory
Geologic Eras
Evolution
Early Humans Migration
Structure of the Earth
Plate boundaries
Content:
Rivers
Introducing rivers and their processes
in line with the National Curriculum.
Key words and concepts introduced
which reoccur at KS4.
Uses of Rivers
River Basin
Long Profile
River Processes
Waterfalls
Oxbow Lakes
Flooding
Deltas
Summer 1
Summer 2
Content:
Content:
Africa
Africa Continued
Covering aspects of Africa focusing on
the continent. In line with National
Curriculum and in the interest of our
students personal geographies.
History of Africa and Colonisation
Personal Geographies
Size of Africa (Scale)
Population
Africa Climate and Biomes
Apartheid
18 Focusing on the Horn of Africa in
greater detail. Will be revisiting in Yr
9 Ethiopia Case Study. In line with
National Curriculum and in the
interest of our students personal
geographies.
Introduction Horn of Africa
Physical Features Horn of Africa
Coffee Farming
Salt Mines
Nomads
Tourism
History Department
Head of Department: Ms E Connolly
Jedidah Ubaldo, 10C, BaƩlefields Tour 2015
History lessons at Cardinal Pole take you on thematic
journeys across Y7, Y8 and Y9. You will study changing
Empires from the Roman conquest of Britain, the Spanish
conquest of Mexico and the British conquest of India before
investigating how the “sun set” on Empires in the twentieth
century. You can be inspired by the fight for rights from the
Peasants Revolt in the fourteenth century to the French
overthrow of their King; from the freedom fighters in the
Caribbean to the Civil Rights movement in America.
Alongside these are numerous other topics to give you a far
greater understanding of the world we live in and the History
that has shaped the people who inhabit it.
19 Subject: History
Focus/ Context for Learning Focus/ Context for Learning Focus/ Context for Learning Autumn 1
Autumn 2
Content:
Content:
EMPIRE: Romans, Aztecs, Slave
Trade, India, End of Empire
EMPIRE: Romans, Aztecs, Slave
Trade, India, End of Empire
Assessment:
Highlighted Assessment Questions
in SOW
Assessment:
End of Unit test + Assessment
Questions (50:50)
Spring 1
Spring 2
Content:
Content:
ORDINARY LIVES: Black Death &
Peasants Revolt; Industrial
Revolution; British Migration
ORDINARY LIVES: Black Death &
Peasants Revolt; Industrial
Revolution; British Migration
Assessment:
Highlighted Assessment Questions
in SOW
Assessment:
End of Unit test + Assessment
Questions (50:50)
Summer 1
Summer 2
Content:
Content:
POWER: Becket & Bad King John;
Henry VIII and the Reformation;
English Civil War
POWER: Becket & Bad King John;
Henry VIII and the Reformation;
English Civil War
Assessment:
Highlighted Assessment Questions
in SOW
Assessment:
End of Unit test + Assessment
Questions (50:50)
20 Mathematics Department
Head of Department: Mr J MacNaughton
Mathematics is a creative and highly interconnected
discipline that has been developed over centuries, providing
the solution to some of history’s most intriguing problems.
It is essential to everyday life, critical to science, technology
and engineering, and necessary for financial literacy and
most forms of employment. A high-quality mathematics
education therefore provides a foundation for understanding
the world, the ability to reason mathematically, an
appreciation of the beauty and power of mathematics, and a
sense of enjoyment and curiosity about the subject.
21 Subject: Mathematics
Focus/ Context for Learning Focus/ Context for Learning Focus/ Context for Learning Autumn 1
Autumn 2
Content:
Content:
N1: Reading, Writing and ordering
numbers, Adding and subtracting,
Multiplying and dividing by powers
of 10, Multiplying and dividing,
Rounding, Calculation with
decimals, BIDMAS
S1: Measuring length, Units of
measure, Perimeter, Area, Area of
a triangle, Volume, Area of
compound shapes
A1: Function machines, Forming
expressions, Substitution, Solving
linear equations, Inequalities
N2: Decimals and fractions,
Equivalent and simplifying
fractions, FDP Equivalence, Mixed
Numbers and Improper fractions,
Percentages of quantity
P1: Basic ratio, Simplifying ratio,
Proportional change, Dividing in a
given ratio, Direct Proportion
D1: Data collection, Types of
data, Two Way tables, Bias
Spring 1
Spring 2
Content:
Content:
N3: Whole numbers, Odd/even
numbers, Special numbers, Prime
numbers, Powers and roots, LCM
and HCF
A2: Forming expressions from
shapes, Simplifying expressions,
Expanding single brackets
S2: Symmetry, Rotational
symmetry, Reflection, Translation,
Rotation
D2: Pictograms, Bar Charts, Line
Graphs, Pie Charts, Stem and leaf
S3: 2D shapes, Naming 3D
shapes, Types of angles, Full
turns and straight lines,
Quadrilaterals, Angles in a
quadrilateral
Summer 1
Summer 2
Content:
Content:
A3: Plotting 2D co-ordinates,
Number sequences, Nth term of
linear sequences, Plotting a linear
graph
D3: Probability scales, Writing
probabilities, Exhaustive
probabilities, Estimated Frequency
P2: Percentages, Using units,
Scale
S4: Measuring and drawing
angles, Estimating angles,
Representation of 3D shapes
22 Modern Foreign
Language Department
Head of Department: Ms G McGeer
Linguists develop a range of transferable skills which
have a life-long value. Young people who have a second
language are at a huge advantage in life. It opens doors
to new friendships, gives them greater facility to learn
different tongues and enables them to think both
laterally and creatively.
23 Subject: French
Focus/ Context for Learning Focus/ Context for Learning Focus/ Context for Learning Autumn 1
Autumn 2
Title: Baseline and
Introduction
Title: Baseline and
Introduction
Content:
C’est parti: meeting and greeting
people, spelling in French, counting
in French, saying how old you are,
learning the days of the week and
the months of the year, saying
when your birthday is, saying what
is in your bag, using definite/
indefinite articles and plurals,
learning classroom items and
instructions.
Content:
Spring 1
Famille et copains: talking about
likes/dislikes and hobbies, saying
what colours things are, using
adjectives, talking about your family
and using the possessive adjective
mon, ma and mes, saying where you
live, using petit and grand, talking
about countries and nationalities,
talking about weather.
Spring 2
Title: Its personal
Title: Its personal
Content:
C’est perso: talking about likes
and dislikes, using regular –er
verbs (je, tu, il/elle), talking about
your survival kit, using avoir and
être (je, tu, il/elle), describing
yourself – personality and physical
description, understanding
adjective agreement, talking about
other people personality and
physical description, using the
present tense (je, tu, il/elle).
Content:
C’est perso: talking about likes
and dislikes, using regular –er
verbs (je, tu, il/elle), talking about
your survival kit, using avoir and
être (je, tu, il/elle), describing
yourself – personality and physical
description, understanding
adjective agreement, talking
about other people personality
and physical description, using
the present tense (je, tu, il/elle).
Summer 1
Summer 2
Title: School
Title: Hobbies
Content:
Mon college: talking about school
subjects, asking questions, giving
opinions and reasons, agreeing
and disagreeing, describing your
timetable, using the 12 hour clock,
describing your school day, using
‘on’ to say ‘we’, talking about food,
using the partitive article du, de la,
de l’, des.
Content:
Mes passetemps: talking about
computers and mobile phones,
using regular –er verbs, talking
about which sports you play using
jouer à, talking about activities
using faire de, saying what you
like doing using aimer + the
Infinitive, describing what other
people do using ils and elles.
24 Subject: Spanish
Focus/ Context for Learning Autumn 1
Using numbers and the alphabet.
Definite articles (el, la, los, las),
indefinite articles (un/una) and
present tense verb endings.
Making adjectives agree with
nouns.
Mi tiempo libre
Giving opinions using me gusta +
infinitive. Present tense of regular
-ar verbs. Using cuando (when).
Classroom instructions and Spanish
pronunciation. Describing yourself
and your family: talking about your
personality; brother and sisters;
age; pets.
Talking about what you like to do
in your spare time. Talking about
your favourite sports. Giving
opinions. Describing the weather.
Spring 1
Focus/ Context for Learning Focus/ Context for Learning Autumn 2
Mi vida
Spring 2
Mi insti
Present tense of regular -er and ir verbs. Using me gusta(n) + el/
la/los/las (I like…) and checking
verbs, definite articles (the) and
adjectival agreement in
sentences.
Mi familia y mis amigos
Describing your family and your
friends: describing hair colour and
eye colour; describing where you
live. Reading about the carnival in
Cadiz.
Irregular verbs tener (to have)
and ser (to be – personality/jobs).
Using the verb estar (to be emotions). Possessive adjectives
mi/tu/su and mis/tus/sus (my/
your/his/her/their). Position of
adjectives (after the noun).
Summer 1
Mi ciudad
Summer 2
Using the verb ir (to go).
Talking about school: saying what
subjects you study; giving your
opinions about subjects; describing
your school; saying what you do at
break time.
Describing your town.
Telling the time.
Ordering in a café
Saying what you are going to do at
the weekend.
Zona Proyecto
Year 7 Spanish projects: learning
about religious festivals in Spain;
finding out about endangered animals; reading about the right to
education; describing a painting.
25 Learning the stem-changing verb
querer (to want). The near future
tense (voy, vas, va, etc. +
infinitive). Using two tenses
together. un/una, unos/unas (a/
some) and muchos/muchas
(many).
Creating a brochure or recording
an audio or video guide or
creating a plan/guide or writing a
poem.
PE Department
Head of Department: Mr S Purcell
The PE Department provides a vibrant and enriching
educational experience. It helps students to stay healthy,
develop team spirit and good habits for the
future. Many students extend their experiences to
out-of-school activities and after-school sports clubs,
helping them to stay fit and increase their personal
confidence.
26 Subject: PE
Focus/ Context for Learning Focus/ Context for Learning Focus/ Context for Learning Autumn 1
Autumn 2
Content:
Content:
Basketball/Netball
Pupils will use a range of tactics
and strategies to overcome opponents in direct competition through
basketball or netball.
Dance
Pupils will perform dances using
advanced dance techniques within
a range of street dance styles and
forms.
Spring 1
Spring 2
Content:
Content:
Strength &Conditioning
Pupils will learn and perform the
Olympic lifting techniques of
Snatch/Clean and Jerk
Trampoline
Pupils will develop their technique
in trampoline. Pupils will cover
shapes, drops, twists and where
able rotations.
Summer 1
Summer 2
Content:
Content:
Athletics
Pupils will develop their technique
and improve their performance in
athletics and cover sprints, throws
and jumps.
Rounders
Pupils will use a range of tactics
and strategies to overcome
opponents in direct competition
through rounders. Pupils will cover
the basics of throwing catching,
retrieving and batting. They will be
expected to apply this in the game
context.
27 Religious Education
Department
Head of Department: Ms L Carter
Religious Education is central to the formation of young
people who are expected to engage with the questions which
arise within religious and philosophical discussions. It is the
aim of the school to cultivate young people who are aware of
their need to recognize the importance of moral, spiritual and
academic development. Cardinal Pole is a Roman Catholic
School and believes that every young person is unique, a
child of God and is loved. It is our hope that they will
experience the love of God and feel safe and secure within a
Christian community which values the unique contribution
each person can make and be recognised as a child of God.
RE is a core subject and all students are expected to follow
the course. It is our aim to nurture the young people within
our care to have the opportunities to grow and experience
the Christian life in its fullness. There are opportunities for
prayer, worship, participation in the Sacraments of the
Church and opportunities to speak with the school Chaplain
or a member of the Pastoral Team.
28 Subject: Religious Education
Focus/ Context for Learning Autumn 1
Autumn 2
Introduction to Cardinal Pole
Saints
Revelation and Faith
Lesson content:
Lesson content:
1. What is a Saint?
2. Developing research skills by
examining the life of Cardinal
Pole
3. Researching the lives of the
Cardinal Pole Saints (St Thomas More, Josephine Bakhita, St
Francis of Assisi and St Mother
Teresa)
4. What can we learn from the
lives of Cardinal Pole Saints?
1. Revelation and Faith: God’s
Plan
2. Abraham a man of faith
3. What can we learn from
God’s revelation to Abraham?
4. Abraham’s covenant with God
5. Why does God test Abraham
6. How does God choose his
leaders?
7. David and Goliath
8. How does David sin against
God?
9. What example does David set
sinners
10. King Solomon’s downfall
11. Revision
12. Assessment—Test
Autumn 2 cont
God’s Promises Fulfilled
Lesson content:
1. Why were the Chosen people
exiled?
2. Faithful Jews
3. The return from Exile
4. Is Jesus the Messiah that the
Jews were expecting?
5. Annunciation to Zechariah
6. Annunciation of Mary
7. The Visitation
8. What has Zechariah’s prophecy got to do with Christian’s
today?
9. Advent
10. Why did God become Man?
11. What the difference between
Matthew and Luke’s nativity
stories
12. Revision
13. Assessment
29 Subject: Religious Education
Focus/ Context for Learning Spring 1
Spring 2
The Saviour
The Sacraments
Lesson Content:
Lesson content:
1. Why was John the Baptist sent
out before Jesus?
2. What was John the Baptist’s
message
3. Who is Jesus?
4. Jesus fully human and fully
God
5. What were Jesus’ values?
6. How can Christians live out the
beatitudes?
7. What was Jesus’ mission?
8. Jesus; relationships with
outcasts
9. What example does Jesus set
Christians today on how to
treat outcasts?
10. Why was healing the sick was
part of Jesus’ ministry?
11. Why did Jesus get into conflict
with the Jews?
12. What was Jesus trying teach us
trough his conflicts with
Religious authorities?
13. What does Jesus ask of us
today?
14. Is it possible to live out Jesus’
teaching in the world today?
15. How have Christians followed
Jesus’ examples?
16. Saints that trusted in God
1. Why do we have sacraments?
2. An overview of the seven
sacraments
3. The importance of Baptism
4. Infant Baptism
5. Why do people get baptised
as adults?
6. Is it better to get baptised as
a baby?
7. What is sin?
8. The parable of lost son
9. Sacrament of reconciliation
10. Jesus the physician
11. Sacrament of the sick
12. Revision
13. Assessment—Test.
30 Subject: Religious Education
Focus/ Context for Learning Summer 1
Summer 2
The Church
Lesson Content:
Judaism
Lesson content:
1. What was the mission that
Jesus left his disciples with?
2. Why did Jesus make Peter the
Head of the Catholic Church?
3. Pentecost
4. How were the apostle
witnesses to Church?
5. Persecution of the first Century
Christians
6. The persecution of St Stephen
7. Saul on the road to Damascus
8. Peter’s arrest
9. Nero;s persecution
10. What does it mean to be the
people of od?
11. The Church the body of Christ
12. How can we handover our lives
to Jesus?
13. How did Christianity spread?
14. Constantine’s conversation
15. How does the church organise
itself to be the One Catholic
Church throughout the world?
16. Do we need religious leaders to
live out Jesus’ mission today?
17. Revision
18. Assessment—Test
1. The synagogue—the
Importance
2. The synagogue—design
3. The synagogue—Shabbat
4. The synagogue—the difference
between orthodox and
reformed
5. The significance of prayer, including the Amidah
6. Prayer—in the synagogue
7. Shabbat—celebrated at home
8. Shabbat—celebrated in the synagogue
9. Worship in the home
10. Worship written and Oral Law
11. Revision
12. Test
31 Summer 2 cont
Hinduism
Lesson content:
1. What is Hinduism?
2. What do Hindus believe about
Brahman?
3. Hindus Deities
4. Moksha and goals of life
5. Reincarnation
6. The Caste system
7. Hindus in Britain and the
mandir including puja
8. Sacred texts and what they say
about God
Science Department
Head of Subject Ms L Temple
Science is becoming increasingly multidisciplinary,
with employers and governments seeking scientists
with skills spanning traditional subject definitions.
Learning Science at Cardinal Pole provides all our
students with skills, practice and knowledge to
improve the world around us. They will understand
the true challenges our planet faces, be innovative in
the solutions and feel real pride in making a
difference
32 Subject: Science
Focus/ Context for Learning Autumn 1
Content:
Intro to Science
Cellular Biology
Intro to Chemistry
Acids and Alkalis
Zoology
Simple Chemical Reactions
Spring 1
Content:
Focus/ Context for Electricity
Magnetism
Learning Content:
Intro to Science
Cellular Biology
Intro to Chemistry
Acids and Alkalis
Zoology
Simple Chemical Reactions
Spring 2
Content:
Electricity
Magnetism
Forces
Energy
Botany
Forces
Energy
Botany
Focus/ Context for Learning Autumn 2
Summer 1
Content:
Earth Sciences
Physical Properties of Matter
Energy Resources
Medical Sciences
Particle Chemistry
33 Summer 2
Content:
Earth Sciences
Physical Properties of Matter
Energy Resources
Medical Sciences
Particle Chemistry
Year 7 Extra‐Curricular Timetable Autumn First Half‐Term 34 Debate Club
Room: J215
After school
The Debate club is run by Sixth-form and Year 11 debaters in school (and
occasionally teachers), but also by the organisation Debate Mate who run local
and national competitions in which the debaters can test out their skills. The
club is open to all year groups; although only Year 7-10 can take part in the
Debate Mate competitions, there are plenty of other national competitions that
our experienced debaters in Year 11 and the Sixth Form can enter.
The programme will include:
13 weeks of after school clubs, led by a university student-debater from the top
universities in the UK, as well as 3 weeks of competition against other schools
in your local area (the Artemis Urban Debate League); the programme
culminates in the Deutsche Bank Debate Mate Cup, a full-day debating
competition held at a Russell Group university in your area.
Debate skills that the pupils will learn in the club include teamwork, effective
research and planning, organisation, oral fluency, and confidence in public
speaking. We also play a lot of games in order to help the debaters learn these
skills, so the sessions are fun, as well as helping to boost academic
performance.
35 Tuesday Lunchtime
Library
Enjoy reading and want to be able to discuss your favourite books? We’ll be reading and wri ng books, short stories, poems and ar cles. Are you crea‐
ve? This club will inspire you so you can be more crea ve Want to try new genres? We’ll be reading lots of different texts that you won’t read in lessons. 36 Chess Club Chess is a two-player strategy board game played on a
chessboard, a checkered game board with 64 squares
arranged in an eight-by-eight grid. It is one of the world's
most popular games, played by millions of people
worldwide in homes, parks, clubs, online, by
correspondence, and in tournaments.
Every Tuesday
Room FO13
Lunchtime
12.30pm to 13.25pm
With Mr Bielicki
37 Homework Timetable 2016‐2017 Year 7 C A R P D N L Nurture Monday Tuesday Wednesday Thursday Friday French PE Science Technology History Spanish RE Computer English Geography PSHE Drama Maths Art Music French PE Science Art Music Spanish Geography History English Drama PSHE RE Computer Maths Technology French PE Science Geography Computer Spanish Drama History English RE Art Music Maths Technology PSHE French Music Science English Computer Spanish Drama History Maths RE Art PE Geography PSHE Technology French PE Science RE Drama Spanish Technology Music English History PSHE Maths Geography Computer Art French PE Science Geography History Spanish Art Drama English Music Computer Technology Maths RE PSHE French PE Science Geography Music Spanish RE Technology English History Computer Drama Art Maths PSHE Computer PE Maths Art History English Music Geography Science Science PSHE RE Drama Literacy 38 Spoken Word Club
Ms Gallagher
Spoken Word Club is a fun and creative club designed to build your Reading, Writing, Speaking and Listening skills. You will develop team building Skills and be given the opportunity to take part in Showcases both in this school and in other venues.
The club is lead by Mr Foley, our poet-in residence. This year, we have an added excitement since Cardinal Pole School is the training school for the Spoken Word Educators. Mr Foley leads a team of poets
who will assist him in running the club.
Come to the club and learn all about Spoken Word Poetry
Create your own Poems
Learn and perform your own poems
Work with a team
Make new friends
Go on lots of trips
Build confidence
Last year some of the trips included:
Visiting Parliament- attending workshops run by poets then performing in Parliament
Participating in the London Wide ‘WORD CUP’ competition where a team of Cardinal Pole Pupils
performed in Stratford Theatre to an audience of over 400 people!
A trip to the Royal Society of Arts
A visit to other schools on other boroughs on the Spoken Word Education Programme
A day out at Keats House followed by a Poetry Picnic and a visit to Hampstead Heath
Attending the War on Want conference at Rich Mix in Shoreditch
Some our young poets posing by the Oscar Wilde monument on a trip to The Royal Society of
Arts for a poetry event in December last year.
Every Wednesday 2.50—5-00
Room J214
Everybody is welcome
39 40 Say hello to Mrs Keeling
Borrow a magazine or newspaper from the library
Put your book requests in
the suggestions box
LIBRARY
I can help you...
Select the right book (including for drop everything and read sessions)
Find new authors and subjects
Choose a book for Accelerated Reader (Years 7 and 8)
Create and look at book reviews
Get the most from your library
Tell me what you would like from your library.
41 Mrs Keeling, Librarian
Library: J Block opposite J.1.04
Breakfast Club AM FREE
BREAKFAST CLUB Opening Times Monday‐Friday 7.30‐‐8.25 Menu Hot Porridge A variety of Kellogg’s cereals Coco Pops Special K Raisin Wheat’s Flakes & Clusters Corn Flakes Rice Krispies Toast & Jam/Marmalade Juice Fresh Fruit There is also a selec on of games to play with friends such as Chess Ludo Snakes & Ladders Dominoes Draughts 42 43 44