Yr 7 Curriculum

As part of the KS3 Art & Design curriculum students are engaged in developing confidence in using a variety of creative skills through a varied programme of cross curricular study that encourages breadth and depth in the development of students’ creativity. Students have opportunities to generate ideas and research from primary and contextual sources, record their findings, experiment with media and processes and develop and refine their ideas towards producing a portfolio of their learning journey.

The art department encourages our students to create specifically commissioned art works based on a cross curricular project brief given by the various subject departments in OBA.

Year 7 and 8 students will participate in one unit of dance within the PE curriculum. Dance allows students to create, perform and appreciate each others work through physical tasks and evaluation.

In Year 7 Students will study 1 unit of work in which they will explore different styles of dance and learn how to create motifs and choreography as well as develop their physical and performance skills.

Students will be assessed on their ability level of dance skills.

Drama is offered for all year groups at OBA and it provides an exciting, practical, challenging and inclusive exploration of a range of themes, issues and topics through the medium of drama.

Year 7 – Creative Curriculum

Drama is offered for all year groups at OBA and it provides an exciting, practical, challenging and inclusive exploration of a range of themes, issues and topics through the medium of drama.

Year 7 – Creative Curriculum

Half TermUnit
1Silent Movies
2Ghost Stories *Lighting
3Poetry to Performance * Combination of the different technical elements
4Ernie’s Incredible Illucinations *Sound effects
5Millions * Combination of the different technical elements
6Lost Valley *Projections

English is a subject area designed to strengthen pupils’ literacy skills through a variety of highly interactive schemes of work. In Year 7, pupils develop their ability to analyse plot, character and themes within a number of text types and use PEE technique (Point, Evidence and Explanation) to respond to questions. In order to broaden pupils’ knowledge of texts they study work from other cultures and historical works. Through this, we aim to develop their awareness, understanding and enjoyment of challenging texts.

Every term, students will complete writing and reading assessments which will be based on a range of fiction and fiction texts. This will strengthen their reading comprehension as well as familiarise them with transactional writing tasks (letters, reports, articles).

In term 1, students will study a scheme on war by reading ‘The Boy in the Striped Pyjamas’. They will study the history and context of World War II and link this to the text. In term 2, students will have the opportunity to read William Shakespeare’s ‘The Taming of the Shrew’ and appreciate how the writer conveys meaning through language. In the last term, students read Robert Swindells’ ‘Abomination’  and discuss the key theme of bullying within the text.

In Year 7 students will study 5 key topics exploring both physical and human geography from the following themes:

7.1 – Under Attack (Coastal Landscapes) – students will explore how coasts are shaped by physical processes, how distinctive landforms are created and the different management strategies used to protect the coastline.

7.2 – Bollywood Dreams (Asia) – students will investigate how the world’s urban population is changing in urban areas, how urban growth creates challenges for cities and the impact of rapid economic development in emerging countries.

7.3 – Depleting Resources (Energy) – students will discover the patterns of distribution and consumption of natural resources, how renewable and non-renewable energy resources can be developed, why energy demands are increasing and how energy resources can be managed sustainably.

7.4 – Extreme Expedition (Tropical Rainforests) – students will explore the global location of the world biomes, the key features and Tropical Rainforest and the goods and services provided by this biome.

7.5 – Independent Investigation – students will conduct a geographical investigation looking at how to design enquiry questions, understanding fieldwork techniques, processing and presenting fieldwork data, describing, analysing and explaining fieldwork data and reaching conclusions and reflecting on the aim of the investigation.

In Year 7 History pupils begin with a study of the core skills that make a good historian. They learn about chronology, cause and consequence, interpretations, significance and bias. Students then move onto a study of history pre 1066. This involves finding out about the Roman Empire, recognising the might of the Roman army and the reasons for their success and an investigation of the relationship between Rome and Britain. The next unit allows pupils to study the development of church, state and society 1066 – 1509. This includes finding out why the Normans were able to successfully conquer Britain and examining how this shaped Britain. Students continue with their study of church, state and society by investigating the role of the Tudors in shaping the political and religious landscape of Britain and Europe. Students benefit immensely from a varied curriculum in which allows them to challenge preconceived ideas and develop core reasoning skills. Most importantly they enjoy lessons that are engaging and creative.

At KS3 pupils will develop their ICT and Computing skills in a variety of ways. Units in both year 7 and 8 focus upon different National curriculum Computing strands. Year 7 is an exciting and engaging curriculum with the use of different technologies, pupils complete one unit of work every Half term and complete one assessment. Pupils complete a topic assessment sheet which shows their progress and documents their learning using both narrative and screenshots. Pupils start by developing their Publisher skills using Internet techniques to search for information to make a leaflet of information, secondly they develop their programing skills using a programme called scratch which enable pupils to make an animation using command blocks. Pupils develop their website skills using a package called Serif and then go onto create an infographic using drawing software. Pupils develop their programming language skills using SmallBasic which they then later enhance in year 8.

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.

Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study, particularly Science and Technology. It is also important in everyday living, in many forms of employment, and in public decision-making. As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest.

It enables pupils to build a secure framework of mathematical reasoning, which they can use and apply with confidence. The power of mathematical reasoning lies in its use of precise and concise forms of language, symbolism and representation to reveal and explore general relationships. These mathematical forms are widely used for modelling situations; a trend accelerated by computational technologies.

The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and change the World.

TermUnitAssessment
1Main Focus: Number/Algebra
Class dependant
Initial Test – 50% (Half Termly)
Individual Target Tests (X3)
GCSE Mock Paper (Half Termly)
2Main Focus: Algebra/Shape and Measure
Class dependant
Initial Test – 50% (Half Termly)
Individual Target Tests (X3)
GCSE Mock Paper (Half Termly)
3Main Focus: Shape and Measure/Data
Handling
Class dependant
Initial Test – 50% (Half Termly)
Individual Target Tests (X3)
GCSE Mock Paper (Half Termly)

In year 7, pupils study areas that are designed to help nurture and grow confidence both as an individual and within a team. During this first year they develop a Japanese poem, using the elements of music, into fully-formed musical composition and performance. They also learn about the culture of Latin America, through Samba, and build independent learner skill through popular songs played on the keyboard. Students also develop a cultural awareness of Africa, linked to the Kenya expedition and perform a pop song as a large ensemble.

TermUnitAssessment
1SambaComposition/group
performance
2Keyboard skillsIndividual/ paired
performance
3Group performanceComposition/group
performance

Oracy is a subject area designed to strengthen pupils’ speaking and listening skills, providing them with the ability to improve their critical thinking through a variety of highly interactive schemes of work.

In Year 7, pupils develop their analytical and reasoning skills through our Philosophy for Children programmes of study. This enquiry based learning allows them to explore a number of moral and ethical issues. Pupils learn that their ideas have value and equally their peers’ ideas have value too. Oracy not only helps develop social skills but encourages pupils to have more confidence in themselves and their ability to work independently.

In Physical Education, students experience a breadth of activities and also gain knowledge and understanding of various sports, coupled with the principles of leading a healthy and active lifestyle. Students are taught through the OBA philosophy of ‘Play, Coach, Referee’ – an internally designed teacher toolkit aimed to increase coaching and leadership opportunities in lessons which has been constructed from the National Curriculum for Physical Education.

In year 7, students study a wide range of games and physical activities that harness their motor skills and competencies. They are also introduced into basic leadership and coaching skills throughout the year. This helps them to verbally articulate and assess their own and each other’s performance and areas for development.

Pupils acquire Science knowledge and skills through a range of topics and themes from the three disciplines; Biology, Chemistry and Physics. The course aims to give students a sound understanding of the fundamental principles of Science.

During Year 7 students build on prior learning from KS2 and develop their scientific skill set through investigations, independent research and brilliant teaching.

Key Stage 3 science includes the study of:  

  • Ideas and evidence in science
  • Investigative skills
  • Cells and cell functions
  • Humans as organisms
  • Green plants as organisms
  • Variation, classification and inheritance
  • Classifying materials
  • Changing materials
  • Patterns of behaviour
  • Electricity and magnetism
  • Forces and motion
  • Light and sound
  • The Earth and beyond

In Year 7, pupils start to develop their communication skills in a foreign language. As well as learning how to give personal details and talk about their school, they also develop the ability to express their opinions in the language. At the end of each term pupils are assessed in the four attainment areas; listening and responding, reading and responding, speaking and writing.

The Design and Technology curriculum allows pupils to learn how to think imaginatively and to talk about what they like and dislike when designing and making. A range of technology subjects are studied including food technology, graphics, resistant materials and textiles. Pupils develop their skills in designing, problem solving and evaluation along with a range of practical skills in each of the subject areas. They gather research to inspire their design, learn methods to develop an idea and move it through the planning and making stages to create a final product.