Year 7 AMYC - Intro and Term 1
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Year 7 AMYC - Intro and Term 1



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Year 7 AMYC - Intro and Term 1 Year 7 AMYC - Intro and Term 1 Presentation Transcript

  • + Abbeyfield SchoolMiddle Years Curriculum (AMYC)
  • Our aim - Abbeyfield Learner:
  • Reasons for developing AMYC1. More explicit learning goals - Knowledge, Skills & Understanding (across all subjects) KN OW L ED GE UNDERSTANDIN S G ILL SK
  • Reasons for developing AMYC2. Design that links subjects and themes
  • Reasons for developing AMYC3. Subjects are linked but not all the time (only when links are meaningful) - helping students’ brains make links
  • Reasons for developing AMYC4. Big Ideas to give context
  • Reasons for developing AMYC5. More coherent process of learning
  • Reasons for developing AMYC6. Some increased teacher collaboration,
  • Reasons for developing AMYC7. Teachers and student more aware of teaching in other subjects
  • How, what and why?• The AMYC (Abbeyfield Middle Years Curriculum) is a curriculum that focuses foremost on student learning and has been carefully and thoroughly researched and planned. It is based on the International Middle Years Curriculum programme and tailored to the specific needs of students at Abbeyfield School, whilst still meeting the requirements of the National Curriculum.• The planning phase involved using various external bodies and experts as well as teachers and students within our school to respond specifically to the needs of our youngsters following a thorough review of the existing curriculum model.
  • How, what and why?• The AMYC provides independence and interdependence in student learning through discrete subject lessons based around termly themes. This encourages learning that helps them make connections that are relevant to their own lives as well as providing the essential skills to enable our students to reach their full potential at GCSE and beyond.• The AMYC involves active, skills-based learning, group work, promotes self-reflection and the opportunity for students to make sense of their learning. In addition, it encourages students to use the very latest media platforms to present their learning and express their thinking.
  • Current learning model: Philosophy Geography History Science ICT German Music Art Technology
  • What the learning experience should be like:
  • Connecting your learning at Abbeyfield School Term Topic Big Idea Progress involves exposing ourselves to, and 1 Risk considering the impact of, forms of danger, harm, uncertainty or opportunity Finding out new things is a human driver and 2 Discovery affects things for better or worse Adaptability is demonstrated by the ability to 3 Adaptability cope, alter or change with new circumstances or environments Things are more stable when different elements 4 Balance are in the correct or best possible proportions Innovation happens when existing ideas are 5 Creativity brought together or expressed in a new way Formal arrangements and relationships underpin 6 Structures or give organisation to complex issues
  • Abbeyfield Learning WheelLesson planning Lesson Entry Big idea point Lesson Knowledge Exit Point harvest Reflection Lesson opportunities Learning goals Research and record *inspired by IMYC curriculum model learning activities
  • TERM 1
  • Risk - The big idea Progress involves exposingourselves to, and considering theimpact of, forms of danger, harm, uncertainty or opportunity.
  • L4 – Impact of religion on people’s lives. Apply ideas to others and own lives. L5 – Explain how religious sources are used to find answers to ethical 4.3 Be able to use ICT safely, responsibly and respectfully questions. Express own views L6 – Interpret significance. Impact of 4.4 Be able to gather and interrogate information by Good and bad; right and wrong – how do I decide? belief on society. Express insights into framing questions appropriately Christian + one other religion. How do we make moral own and other’s views decisions? Where do we get our morality from? What sources L7 - Evaluate using evidence and do Christians use? The Sermon on the Mount – what can this examples tell us? Debate/ discussion of a contentious issue. S S AL AL O O G G G G IN IN OV N N ER VIE AR AR W LE LE Online safety Students learn about ICT safety in the classroom OVERVIEW ICT and at home. Students create educational leaflets for younger Philosophy & Ethics students in KS2 primary feeder schools Where do we live? Abbeyfield Middle Years Curriculum (AMYC) Students explore issues surrounding settlement provision and patterns in the UK and further afield and the risks involved in Students explore the use of 2D and 3D Year 7 – Term 1 satisfying housing needs now and in the future. materials and application of processes in response to the theme Animals. Students are introduced to a variety of artists in order to 4.2 Know about the main physical and human features and analyse the use and relationships of the formal I EW elements in art. Students are encouraged to OV E R E RV environmental issues in particular localities VIEW 4.5 Know about the similarities and differences between particular develop personal, meaningful and imaginative OV localities outcomes. 4.6 Know how the features of particular localities influence the Art Geography nature of human activities within them 4.7 Know about recent and proposed changes in particular Be able to create accidental compositions S OAL localities Know about the work of different artists and GG LE RNIN AR 4.13 Be able to use and interpret globes, maps, atlases, explain the differences and comparisons to their LEA N ING photographs, computer models and satellite images in a variety of own art work GO AL scalesBe able to take risks with line, tone, shape, colour S 4.14 Be able to make plans and maps using a variety of scales,and form and develop mark-making and drawing symbols and keys techniques Develop group work to create animation The big idea 4.16 Be able to use appropriate geographical vocabulary to describe and interpret their surroundings as well as other outcomesExperiment with the properties of materials, their Progress involves exposing ourselves to, and considering the countries and continents 4.18 Be able to explain the relationships between the physical potential and limitations, and explore the risk- taking element found within the art process. impact of, forms of danger, harm, uncertainty or opportunity. characteristics and human behaviours that shape a regionFind out about the art movement Surrealism and its application of risk and chance to make artwork. To develop surreal juxtapositioning images from found sources. How does William control Britain? Finding out about the risks taken by all OVERVIEW History sides during the fight for the control of England in 1066 LEA RN W Science ING GO ALS LEAR VIE OVE R Languages LE AR N NING IN 4.7 Be able to enquire into historical questions and OVERVIEW G GO their effects on people’s lives AL GO A S 4.8 Be able to describe how the countries studied have Introduction to basic scientific principles responded to the conflicts, social changes, political LS Tissues and organs, periodic table, units and changes and economic developments that represent measurements their history Health and safety 4.9 Be able to describe aspects of the past from a Taking risks to increase knowledge Be able to communicate with range of sources people who speak a Foreign 4.10 Be able to describe and identify the causes for Use scientific equipment correctly and safely Taking a risk and learning to Language. and the results of historical events, situations and Identify risks associated with practical work and suggest ways to minimise those risks greet people Be able to reflect on your work changes in the periods they have studied Identify dependent, independent and control variables in experiments and introduce yourself and improve it. 4.16 Be able to describe how certain aspects of the Describe the basic structures within the body in French and German. Learn about other cultures and past have been represented and Explain the difference between tissues, organs and organ systems compare them to your own interpreted in different ways Become familiar with using the periodic table Describe the differences between atoms, elements and compounds 4.17 Develop an understanding of how historical Explain how the particle structure of solids, liquids and gases affects their properties sources can be different from and contradict one Give examples of scientists who have taken risks to advance science another and that they reflect their context of time, place and viewpoint
  • Learning at Abbeyfield SchoolFrom here to here
  • Reviewing the learning