1. Year 7 Art, Design and Technology
Students study in a half-yearly rotation in this faculty area. They will study 2 of the subjects below during terms 1-3 & then rotate to
complete the remaining subjects in Terms 4-6
Term 1
Term 2
Term 3
Art – Introduction to colour theory, observation
drawing, researching Adinkra Symbols, designing
own symbols.
Art – Designing/ refining own symbols
Construction using Corrugated cardboard to
create 3d letter.
Art – Experimenting with materials to reproduce
Symbols based on personality. This is then pasted
on to 3d letter.
Food – basic rules of health & safety, healthy
eating, develop practical skills – creaming,
rubbing in and melting method. Safe food
storage and preparation. Using star profiles to
evaluate food.
Food – Students design and make a healthy
pizza for their family. Conducting research,
analysing results, sequencing practical tasks,
evaluating results. Taste trials, organoleptic
properties of food.
Food – Recipe development –develop practical
skills further through focused practical tasks e.g.
soups, carbonara, vegetable bake, shortbread,
cous-cous salad etc.
Textiles – Pupils design and make an MP3 /
phone/ sunglasses / glasses case and cushion.
Surface decoration is applied using applique
technique.
Textiles –Design & Make task: Make a cushion.
Pupils experiment with a range of techniques to
introduce colour and texture to fabric, for
example, block printing, stencilling, fabric
crayons etc. The influence of colour and
pattern used in other cultures forms part of the
design work.
Textiles –Cushion project - Pupils learn how to
thread up and use the sewing machines
confidently and safely to make a cushion.
Producing Production plans using flowcharts.
Developing evaluation skills.
RM Students design and make three small items
in each of the three main materials areas –
wood metal and plastics
RM- Pupils design and make a vacuum-formed
clock by creating an MDF pattern. They
incorporate a clock movement and hands to
produce their end product.
RM-- Students manufacture an item of jewellery
using wood, metal or plastic.
Text book
N/A
Setting
Students are not set in this faculty and work in mixed ability learning groups
Assessment
Students are assessed formally at the end of each project but have regular formative assessments throughout the term
Trips and expenses
Voluntary pupil contributions for RM / Textiles.
Home Learning
Students are set home learning in ADT on average every other lesson but this will vary depending on the point of the
project they are at.
Art club runs every other term which is an opportunity to work with a teacher improving specific skills
KS3 DT club
KS3 Let’s Get cooking club
Extension work

2. Year 7 Dance
Term 1 –Discovering the basic actions
Dance Basic dance actions
Unison
Formations
Performance Behaviour
Introduction to Motif development using
Space and Dynamics
Term 2 –Nutcracker
Basic Professional Work Analysis
Dynamic variation
Character perspectives
Relationships in dance
Teacher taught phrase
Problem Solving
Term 3 – Fireworks
Dynamics
Pathways including aerial pathways
Elevation Skills
Different Forms of Canon
Term 4 – Africa
Stylistic Features
Rhythmic Patterns
Torso Isolation
Timing
Introduction to Body Percussion
Cultural awareness
Term 5 – Rock & Roll
Introduction to Duo Work
Partner Work (mixed gender)
Musicality
Expression & Character
Timing
Taking & Sharing Weight
Social interaction – transforming though
time
Term 6 – Stimulus
Independent Choreography
Using own perspectives to create
responses to various stimulus
Props used in dance
Performance
Text book
None used
Setting
Students taking Dance will be in mixed ability groups
Assessment
Trips and
expenses
Home Learning
There will be regular class performances. All students complete formal assessments at the end of each term
which assesses performance, choreography and appreciation skills.
While there are no set trips, one-off dance trips may occur and students are actively encouraged to go to
the theatre to watch dance as much as possible.
N/A
Extension work
Extra-curricular KS3 Dance club

3. Year 7 Drama
Term 1 – Introduction to Year 7 Drama
Using the space
Group work
Safety
Improvisation
Physical Theatre
To learn the rules of the Drama Studio
Term 2 – Panto
Variety
Genres
Realisations
Blocking
Performances
To study theatre history
Term 3 – Physical Theatre
To create theatre using the body
To use the body to create environments
To use the actor’s body to create
action, atmosphere and environment
Blocking and staging
Physical performances
Term 4 – Ghosts
To use a variety of local ghost stories
Narrative devices
To study local ghost stories and their
variations
Physical theatre
Dramatic devices
Term 5 – Myths
Variety
Genres
Realisations
Blocking
Performances
Epic Theatre
Term 6 – Art
Using evidence
Building a story
Translating a narrative
Examining the techniques of an artist
Polishing
Performance
Text book
None used
Setting
Students taking Drama will be in mixed ability groups
Assessment
Trips and
expenses
Home Learning
There will be regular class performance tests. All students also complete assessments at the end of each
session which test performance, discussion and direction skills.
While there are no set trips, one-off theatre trips may occur and students are actively encouraged to go to
the theatre as much as possible.
N/A
Extension work
Extra-curricular Drama

4. Year 7 English
Term 1
LG – Reading short story Thus I Refute Beelzy.
Analysis of character and story
development.
X/Y - Writing an effective short story.
Both - Film trailers group media group task to
show interpretation of Beelzy story
Term 4
LG – Introduction to Shakespeare. Gaining
an appreciation of the techniques and
language used by Shakespeare
Developing an understanding his works
including the performance aspect
X/Y – Survival. Reading and engaging with
a variety of non-fiction texts, writing a
dramatic account.
Text book
Setting
Assessment
Trips and
expenses
Home Learning
Extension work
Term 2
LG - Narrative Poetry. Understanding the
effect of using poetic techniques;
Exploring how a poet creates effective
atmosphere and character through
language
X/Y – Heroes. Writing for a specific
audience and purpose (BBC, formal letter,
persuasive), using language effectively
Term 5
LG – Frankenstein. Developing a critical
understanding of a novel (in play form) and
discussing the key ethical issues within it
X/Y - Conspiracy Theories. Students engage
with a variety of different sources as they
analyse who and what to believe about the
Roswell incident and give a spoken
presentation on their views.
Term 3
LG – Bradford Ghost Trail. Writing for a
specific audience and purpose, using
language effectively
X/Y - Talking With Purpose. Students
consider uses of talk in different situations
and give a formal spoken presentation.
Term 6
LG – Millions. Developing a critical
understanding of a novel and discussing the
key issues within it. Understanding how a
novelist creates tension.
X/Y - Nature Writing. Writing for a specific
audience and purpose, using language
effectively
Students access a range of fiction and non-fiction texts throughout the year. Students have access to
school copies of ‘Frankenstein’ and ‘Millions’ as well as the ‘Best of Both’ textbook for the ‘Survival’unit.
Students are taught in learning groups generally by two teachers. The LG teacher sees the class twice a
week while the X/Y teacher sees each class once a week.
There is at least one summative assessment per half term, and we try to assess a range of skills: writing,
reading and speaking and listening. Students should always have the opportunity to practise the skills
required for the assessments beforehand, through formative assessment and modelling of work
There are no extra expenses or trips in Year 7. However, the English department runs a regular Film Club for
Key Stage 3 students, and a number of Year 7 students are invited to take part in BBC School Report Day in
March, as well as the Carnegie Medal Reading group. Students also have the opportunity to visit the ILC
once a fortnight to discover new books and develop their enjoyment of reading
English homework is set by both teachers once a week. Occasionally, students will be given a longer task to
complete over an extended period of time
Both classwork and homework should be differentiated for students. There is also an extensive book list put
together by the English department and ILC, accessed through the school website, which has a number of
challenging reads

5. Year 7 Geography
Term 1 – What is Geography?
Types/use of Geography
Local area – e.g. Geography of Bath
Our place in the world – scale
Continents, oceans and countries
Using maps – ordnance survey (OS) and
electronic maps (e.g. Google Earth)
Term 2 – Exploring Maps
Geographical and map skills
Compass directions
Map symbols
Using scales and grid references
Contour lines and height
“Treasure Island” assessment task
Term 4 - Changing Cities (cont.)
Welcome to Brazil
Living in “slums”/favelas
Shanty house models/designs
Brazil World Cup 2014
Term 3 – Changing Cities
Locating a settlement
Settlement shapes and patterns
Housing and land-use in towns/cities
Land-use change in the UK (e.g. BoA)
E. London & Olympic Park – 2012 legacy
debate
Term 5 – Weather & Climate
Weather vs Climate
Measuring the weather
Microclimates
St Laurence microclimate investigation
Text book
Term 6 – Weather & Climate (cont.)/
individual projects
British weather systems
Is our climate changing?
Individual/group projects (e.g. in past
students have compared the local
geography to rest of UK)
While we may use certain pages for various topics, we do not use one text book at KS3 Geography.
Setting
None - students are taught in mixed ability Learning Groups.
Assessment
All students also complete common assessments at the end of topic. Home learning tasks and classwork will
also contribute towards a student’s “level”.
Geography is linked to the i-Learning church walk in the Summer term and makes good use of the school
grounds. While there are no set trips, one-off excursions may occur (e.g. in the past we have visited the
Olympic Park) and students are actively encouraged to explore their local surrounds – Geography is
everywhere!
Geography homework will be set fortnightly and may include research/fact-file tasks, presentations, written
reports or revision for in-class assessments.
Students should always try to keep an eye on the various news outlets. Useful websites include the following:
- http://mapzone.ordnancesurvey.co.uk/mapzone/
- http://www.bbc.co.uk/newsround/
- http://www.naturalengland.org.uk/information_for/students_and_teachers/default.aspx
- http://www.metoffice.gov.uk/learning
Trips and
expenses
Home Learning
Extension work

6. Year 7 German
Term 1 - Hallo!
Introductions
Numbers
Countries
Alphabet
Classroom objects
Months and birthdays
Term 4 - Freizeit
Sports
Hobbies
Favourite things
Inviting a friend out
Text book
Setting
Assessment
Trips and
expenses
Home Learning
Extension work
Term 2 - Die Schule
School subjects
Opinions about school
Days and telling the time
Break-time snacks
School uniform
Schools in Germany
Term 3 - Familie und Freunde
Family
Pets
Physical descriptions
Characteristics
Term 5 – Meine Zuhause
Term 6 - Stadt und Land
Where you live
Buildings in the town
Rooms of the house
Directions
Activities at home
Fast food
Items in the bedroom
Summer holiday plans
Prepositions
We follow the Echo 1 text book from Heinemann although we do not feel buying a copy for at home is
necessary
Students are taught in mixed ability Learning Groups. Setting is introduced from Year 8 based on
performance in assessments and other data
There will be regular class vocabulary tests. All students also complete common assessments at the end of
each until which test listening, speaking, reading and writing skills as well as a generic language aptitude
test
We offer an optional, annual German Exchange trip to our twin town in Norden – costs are in the region of
£230 with the English families also hosting a German student
German homework will be set weekly and will include revision for vocabulary tests and assessments, short
pieces of writing or short reading tasks
www.linguascope.com – students will be given username and password in class

7. Year 7 History
Term 1 THE ROMAN EMPIRE
How did the Romans change the places
they conquered?
What was life like in the Iron Age?
How did the Romans take control?
Why Britain was invaded?
Term 2 - THE ROMAN EMPIRE
How did the Romans change the
places they conquered?
What life was like in the Roman Army?
How did the Romans change Britain? –
Villas, religion and towns
Term 3 - THE ROMAN EMPIRE
How did the Roman Empire develop?
How did the Romans trade and travel?
What was life like in Rome?
How did Rome develop into an Empire?
Romulus & Remus
Term 4 THE ROMAN EMPIRE
How did the Roman Empire develop?
Hannibal
The Republic
Caesar
How did the Empire end?
Text book
Term 5 MEDIEVAL REALMS 1066 – 1500
Term 6 - MEDIEVAL REALMS 1066 – 1500
What was life like in Saxon times?
How did William gain control?
What impression do we have of
1. The Feudal System
Medieval times?
2. Castles
What was England like in 1066?
What was life like for Medieval
Who should be the next King?
Peasants?
What happened at the Battle of
Hastings?
We use a wide range of resources. Teaching & learning is not based on a textbook
Setting
Students are taught in mixed ability Learning Groups.
Assessment
Assessments are predominantly completed as part of regular homework. Shown above in bold. Exact
location/timing of assessments will vary depending upon term length.
History homework will be set weekly and will include; assessments, preparation tasks for assessments,
research ( Topic pictures, “ 10 Facts” “ Fact Files”) these focus on developing ICT skills alongside their history,
model making.
http://www.english-heritage.org.uk/ http://www.nationaltrust.org.uk/ Students are encouraged to extend
their interest in the subject through visiting historic sites, reading around the subject, watching and listening
to news ,current affairs and history related programmes
Home Learning
Extension work

8. Year 7 iLearning
Term 1 – Introducing the six PLaT skills
through ilearning.
Creative thinkers
Reflective learners
Independent enquirers
Self-managers
Effective participators
Team workers
Intro to the ILC – finding books
Term 4 – Esafety and project work
What challenges do we face in 2014?
The dangers of being online (thinku
know website & videos)
Cyberbullying, Social networking sites
Mobiles, Gaming, Chat rooms and IM
Research and complete a project.
Term 2 –Heroes and Saints
Who is a hero? (Links to Remembrance
day)
Effective questioning
Saint Francis of Assisi
Researching Saints
Term 5 – Health
Investigating healthy lifestyles for present
and future living (Physical, Mental &
Social)
What is a balanced diet?
Change is normal - emotionally and
physically.
How to look after ourselves.
Text book
N/A
Setting
Taught in learning groups
Assessment
Through marking in exercise books.
Trips and
expenses
Home Learning
N/A
Extension work
As part of differentiated work in class
Set every other week
Term 3 – Friendships and Bullying
What is friendship?
What is bullying- why do people bully?
Bullying-Actions and consequences
Telling someone and where to go/who
to talk to?
Create an advert in small groups- anti
bullying
Term 6 – Community Walk and
introduction to the Lakes
Introduction to Christianity
Inside a church
Exploring churches in BOA
Introduction & preparation on the Lake
District (Year 8 residential – to be
continued in Year 8 Term 1 PSHE)

9. Year 7 Maths
Terms 1 - 3
Algebra – Sequences, expressions, solving equations, substitution
Data Handling – Averages, recording, interpreting and comparing data in tables and diagrams, drawing charts and graphs,
statistics
Number – mental and written calculations to add, subtract, multiply and divide, BIDMAS, rounding and ordering numbers,
fractions, decimals and percentages, negative numbers, square numbers, ratio and proportion, problem solving and
investigations
Shape – area, perimeter and volume, angles, shape properties, coordinates, maps and bearings, constructing shapes
Terms 4 - 6
Algebra – Substitution and derivation, straight line graphs and real life graphs
Data Handling – Statistics, probability, interpreting and drawing charts and graphs
Number – mental and written calculations to add, subtract, multiply and divide, history of maths, multiples factors and primes,
powers and roots, using a calculator efficiently, problem solving and investigations
Shape – unit conversion, transformations, plans, elevations and nets, solving geometrical problems
Text book
Setting
Assessment
Home Learning
Extension work
We refer to the ‘Level Up’ range of textbooks by Heinemann which vary according to level of ability being
taught.
Students in year 7 are taught in learning groups of mixed ability with four groups in each half of the year.
Setting is introduced in Year 8 based on performance in APP tasks, tests and other data from KS2 and year
7. Setting is fluid and assessed at regular intervals throughout the year.
All students complete a baseline assessment in September, an assessment according to their ability during
term 4, and complete an end of year assessment.
Maths home learning is set twice a week and may include online tasks via the mymaths website, worksheets
on current topics or preparation for forthcoming topics, research activities or revision.
Mymaths and SAM Learning are good online resources for use throughout KS3

10. Year 7 Music
Term 1 – OAE
 To prepare students for a residency with the

OAE by introducing a range of music from
Mozart’s The Marriage of Figaro and related
knowledge. To follow-up the residency with
related tasks.
Assessments made in: singing, (tone and
intonation), improvising, performing on
keyboard, composing and listening.
Term 4 – Choral Project – Ahoy!



Prepare for a performance in a community
performance of Ahoy! Sing for the Mary Rose
on July 9th 2014 at the Wiltshire Music Centre,
or perform in class to a small student
audience.
Explore the rich and varied aural choral
tradition and link through time by its
associations with folk music (sea shanties)
and Tudor music (Renaissance)
Work with professional groups
Term 2 – Pantomime



Learning how characters can be stereotyped through short, melodic ideas and
adapted to match changes in the story using
the elements of music (with a focus on pitch,
tempo and timbre)
Exploring intervals to compose leitmotifs for
villains and heroes, as well as other
characters.
Music technology: learn about bpm and a
click track to set and use tempo. Learn how
to select and change timbres.
Term 5 – Programme Music



Learning that composers of programme
music have frequently used myths and
legends for their subject matter because of
their narrative and descriptive potential.
Melody - understanding that a story can be
represented through the melody
Tempo & Dynamics – understanding how
changes in tempo and dynamics express the
developing narrative
Term 3 – Western Classical Structures



Learning how Classical composers often
favoured Variation form because of its clear
sense of balance, logic and proportion, and
its popularity with contemporary audiences.
Explore compositional devices: drone, echo,
ostinato, tune split between 2 instruments,
descant added, duet, round, bell effect,
minor key, extra notes added
Gain understanding of brass and string
families
Term 6 – Abstract Music (Music for Art)
 Learning how contemporary classical


composers explore a wide range of nonmusical stimuli, creating music that expresses
the image through changing tone colours
and that freely interprets shape through
contrast of the elements.
Timbre – and combinations resulting in new
colours
Contrast in a variety of ways (pitch,
duration/rhythm, dynamics)
Text book
None used
Setting
Students taking Music will be in mixed ability groups
Assessment
There will be regular assessments during each term. All students also complete a formal assessment at the
end of each term which measures progress and attainment in performing, composing, listening and
appraising. They set targets for the forthcoming topic. AGT students are always set tasks which employ their
instrumental skills where applicable.
Term 4 and 6 links to Ahoy! Sing for the Mary Rose cluster choral project on 9.7.14
Trips and
expenses
Home Learning
Extension work
One homework opportunity is offered per topic for extension work. All clubs link to the curriculum and
Wiltshire Music Centre concert programme.
Take part in Ahoy! Sing for the Mary Rose cluster choral project on 9.7.14

11. Year 7 Physical Education
Term 1
Netball (Girls)
Rugby (Boys)
Fundamental Motor Skills
Gymnastics
Health Related Exercise
Orienteering
Hockey
Term 4
Netball (Girls)
Football (Boys)
Fundamental Motor Skills
Gymnastics
Health Related Exercise
Orienteering
Hockey
Text book
N/A
Setting
Assessment
Trips and
expenses
Home Learning
Extension work
Term 2
Netball (Girls)
Rugby (Boys)
Fundamental Motor Skills
Gymnastics
Health Related Exercise
Orienteering
Hockey
Term 5
Rounders (Girls)
Cricket (Boys)
Athletics
Tennis
Term 3
Netball (Girls)
Football (Boys)
Fundamental Motor Skills
Gymnastics
Health Related Exercise
Orienteering
Hockey
Term 6
Rounders (Girls)
Cricket (Boys)
Athletics
Tennis
Students have two lessons a week, one which is single sex and the other is mixed as a learning group. In
terms 1-4 they are taught on a carousel which will cover two areas each term.
Pupils are assessed on their performance throughout each term and given a grade in line with National
Curriculum criteria.
Fixtures against other Schools are arranged weekly throughout the year. In addition trips are arranged to
watch high level sporting competition throughout the year.
Homework for Physical Education is not set. However, we will often ask pupils to go home and reflect on the
lessons in their reflective journals.
Pupils are encouraged to attend after school clubs.

12. Year 7 Science
Terms 1 and 2
Term 3 and 4
Term 5 and 6
Introduction to science and lab safety
Cells and photosynthesis – students
Gravity and the Solar System – research
Particles - students will explore the
will explore the differences between
current knowledge about our Solar System
differences between states of matter
plant and animal cells (using
and beyond.
Forces – investigate the forces need to
microscopes)
Our living body – find out about what makes
carry out different actions (includes
Generating and using electricity –
our bodies and what we need in order to
types of forces, force diagrams and
build circuits of increasing complexity. live.
density calculations)
Elements and reactions – experiment
Reproduction and microbes – learning about
Energy – students will look at where
and use observations to spot patterns how new organisms are made. Looking at
energy comes from and how it is
within groups of elements. Consider
different types of microbes to investigate
converted from one form to another.
reversible and irreversible reactions.
their structure and function.
There is also an opportunity to look at
energy transfer in food chains
Text book
While we may use certain pages for various topics, we do not use one text book at KS3 science.
Setting
None - students are taught in mixed ability Learning Groups.
Assessment
All students also complete common assessments during each topic. At the end of each 2 term block, all students
sit a test based about the facts and skills learnt that term. Home learning tasks and classwork will also contribute
towards a student’s “level”.
Science makes good use of the school grounds throughout the year. Whether it is modelling particles in the quad
or sampling invertebrates around the grounds. While there are no set trips, one-off excursions may occur.
Science homework will be set fortnightly and may include research/fact-file tasks, presentations, graphs and
tables, written reports or revision for in-class assessments.
Students should always try to keep an eye on the various news outlets. Useful websites include the following:
- http://www.sciencemuseum.org.uk/onlinestuff.aspx
- http://www.nasa.gov/audience/forkids/kidsclub/flash/
- http://www.rsc.org/learnchemistry/resource/listing?searchtext=&fcategory=all&filter=all&fAudience=AUD00000002&reference=stud
ents
- http://www.bbc.co.uk/newsround/
Trips and
expenses
Home
Learning
Extension
work