We believe that these qualities are intrinsic to each child s achievement and development.

YEAR 7 CURRICULUM GUIDE 2014-2015 Introduction At Holmwood we aim to provide every pupil with a curriculum that is rich, varied, challenging and inspiring, which provides the opportunity for each pupil to fulfil his/her potential to the highest possible standard. The development of our children’s learning must always be our prime concern. We are keen for our pupils to engage in learning how to learn rather than just learning what to learn. By improving our pupils’ ability to study independently, to manage themselves, to persist in the face of difficulty, to understand their responsibilities, to try to make sense of what they are learning and to be able to stand back from their learning and reflect upon what it all means, we aim to develop independent learners and thinkers. To that end, we have adopted a philosophy of learning; the 5 Rs.     

Resilience Resourcefulness Responsibility Reasoning Reflection

We believe that these qualities are intrinsic to each child’s achievement and development. Assessment Judgement about each individual pupil’s academic standard in each subject is derived from:      

The marking of written work and observation of practical skills and oral activities. The pupil's responses to tasks and his/her interaction with the teacher. Unit, module and end of topic tests that help the teacher to identify each individual pupil's strengths, weaknesses and progress across a range of contexts. End of year examinations which are more formal assessments. The end of year exams in English, maths, science and French take place in an environment that enables every pupil to perform at their best. Assessment for Learning. Cognitive Ability Tests provide standardised scores.

Year 7 Setting As in previous years, Year 7 pupils are set by ability. Where potential scholars are identified at the end of Year 6, a scholarship set, S7, may be formed to cater for the advanced academic needs of those children. The main cohort will be set accordingly and will undertake a course of study leading to Common Entrance examination at the end of Year 8. Common Entrance The 13+ Common Entrance Examination is set by the Independent Schools Examination Board (ISEB) and is used by most senior independent schools for entry. A few schools now pre-test at 11+ to reduce the list of potential pupils for entry at 13+, but still insist on success at Common Entrance to confirm a place. Common Entrance examinations are taken in English, mathematics, science, French, religious studies, geography, history, with Latin as an optional paper. Examinations Year 7 take their first trial set of Common Entrance examinations in the summer term. S7 take trial Common Entrance examination papers in the autumn and spring terms. In the summer term, S7 take trial common academic

scholarship examinations. It is essential that all pupils have the required equipment for each examination and an equipment list is always issued, together with an examination timetable. Revision Early morning revision sessions take place in the library and span the two weeks prior to the trial examinations. The pupils are expected to attend these. Prep Prep is completed in school as follows: Year 7

Monday

Tuesday

Thursday

Friday

Prep 1: History

Prep 3: Maths

Prep 6: RS

Prep 7: Geography

16.30-17.00

16.30-17.00

17.30-18.10

17.10-17.40

Prep 2: French

Prep 4: Science

Prep 8: Latin

17.00-17.30

17.05-17.35

17.40-18.10

Prep 5: English 17.40-18.10

S7

Monday

Tuesday

Thursday

Friday

Prep 1: Geography

Prep 3: Maths

Prep 6: French

Prep 7: History

16.30-17.00

16.30-17.00

17.30-18.10

17.10-17.40

Prep 2: Latin

Prep 4: Science

Prep 8: RS

17.00-17.30

17.05-17.35

17.40-18.10

Prep 5: English 17.40-18.10

Reports Academic reports are issued at the end of the autumn and summer terms and a Common Entrance trial examination results’ report is issued when a pupil has taken an internal examination. A standardised test report (CAT test) is issued at half-term of the autumn term. The pupils receive an examination results report at the end of the academic year (see schedule at end of this guide). Pupil Progress Parents are kept informed of their child's progress through parent evenings, written reports and dialogue with the tutor. At half-term and end of term, each pupil in the prep school receives a grades report. Grades Report In Year 7, the pupils are awarded grades for effort and achievement in English, mathematics, science, French, history, geography, RS, Latin or study skills.

Effort Grades The effort grade reflects the pupil’s work ethic. This includes: attitude towards class-work and prep, motivation, general contribution to lessons, ability to work independently and cooperatively and an indication of the level of responsibility taken for their learning. Grades will be awarded on an A to E scale with A being the top grade: A Excellent effort The pupil is highly motivated and always undertakes the work necessary to complete a task to the best of his or her ability. The pupil is prepared to work above and beyond expectations. B Good effort The pupil is well motivated and has generally undertaken the work necessary to complete a task to the best of his or her ability. C Satisfactory effort The pupil is motivated and has the capacity to work independently, producing work of a satisfactory level. There is some reliance on external motivation, to which the response has been satisfactory, although greater self-discipline could be developed. D Below average effort The pupil is generally dependent on external motivation to produce work of an acceptable level. There is a need for greater self-discipline and motivation. E Poor effort The pupil is highly dependent on external motivation to produce work of an acceptable standard, but even when given individual attention, the pupil does not respond in a positive way to produce work that reflects their true ability. Achievement Grades The achievement grade reflects the pupil’s progress, ability, knowledge and understanding within a set. This allows confidence and self-esteem to develop as the pupil focuses on their own achievement. Grades are awarded on a 1 to 5 scale with a 1 being the top grade: 1 2 3 4 5

The pupil has clearly demonstrated an exceptional understanding of all the topics covered and is far exceeding the expectations of the set. The pupil has demonstrated a strong understanding of the topics covered and is working above the expected level of achievement for the set. The pupil has a satisfactory understanding of the topics covered and is working at expected levels for that particular set. The pupil is meeting the expectations of the set. The pupil has a poor understanding of the topics covered. The pupil is working below the expected level of the set and there are concerns relating to their knowledge, skills and understanding. The pupil has little understanding of the topics covered. The pupil is working well below the expected level of the set and is therefore struggling with the work.

Attainment Grades These grades reflect the pupil’s summative assessment results. This grade will be given as a percentage and will only be reported after the end of year tests/examinations. Unlike the effort and achievement grades, these will not be within the context of their sets but within the year group as a whole. These attainment grades will be a reflection of the pupil’s academic performance in the end of year tests/examinations. Identification of Learning Support Teacher assessment, formal assessment procedures, tutor or parental concern may indicate that a pupil has special educational, emotional, behavioural or physical needs. The Learning Support Coordinator and the tutor monitor the progress of pupils with learning difficulties.

Equipment  

   

Bag (available from the school uniform supplier) Pencil case containing:  Any suitable pen with cartridges/refills. Black or blue ink only.  2 HB pencils, rubber, pencil sharpener  360° protractor  Long ruler (30cm)  Set of coloured pencils  Highlighters (2—any colour) Reading book Rough book (provided by the school) Calculator (provided by the school and added to your account) French dictionary from Year 6 (provided by the school and added to your account).

General rules for the presentation of work        

Written work is completed in ink, once a pen license has been awarded. Work must be dated. Headings should be underlined. A line should be left after a heading. Mistakes should be crossed out with a line drawn with a ruler. The correct word or calculation should be written where it can be clearly seen. Diagrams must be completed with a pencil and labelled clearly. Subject departments have additional rules for presentation of work.

English Pupils will be encouraged to participate orally in lessons and to become confident in reading aloud and giving talks to their peers. Reading Each set will study a range of genres, in class, including an adult fairy tale, a text set overseas, some pre-20th Century fiction and non-fiction texts. Extracts from other books will also be used. Currently, the theme for the Common Entrance literature paper is ‘Conflict’. Pupils will be encouraged to read widely for pleasure, on their own, both at school and at home. Writing Pupils will re-tell fairy tales, write reports of factual and fictional events, develop their skills in letter writing and producing play scripts, and will read and design leaflets. They will be introduced to the different sections of CE papers and focus especially on prose, comprehension and extended writing. A variety of poems will be studied including a selection connected to the theme of ‘Family’. Writing in free verse and from observing a subject will be taught. Good presentation and handwriting skills will be encouraged throughout. ICT and library research will also feature in the course. Basic Skills Pupils will learn more about using figures of speech, especially ‘irony’, find out about palindromes and consider how ‘Standard English’ differs from other forms of English. Where appropriate, support will be provided to consolidate spelling and simple grammatical skills. S7 In addition to aspects of the Year 7 course, pupils will be prepared for the two Common Entrance papers – which will

include the sections: comprehension, poetry and composition – until the February half-term. In the second half of the year, CASE and other scholarship papers will be introduced. Pupils will be encouraged to be more analytical of the prose and poetry they read and to show this in their writing.

Mathematics Autumn Number: Adding fractions, order of operations, properties of number and rounding (decimal places and significant figures), indices. Calculation: Effective use of the calculator, times tables. Algebra: Simplification, factorising, solving linear equations, substitution, sequences, forming expressions. Shape and Space: Symmetry, bearings, angle calculations, enlargement by a scale factor. Measurement: Scales. Spring Number and calculation: Four rules of number including decimals, division by factors, prime factors, word problems, times tables, fraction calculations. Algebra: Solving linear equations, function machines, basic straight line graphs. Shape and Space: Classification of polygons, 2D representation of 3D shapes, constructing 2D shapes, nets, surface area and volume, compound shapes, angle calculations, estimating and drawing angles. Summer Number: Fractions, decimals, percentages, ratio and proportional change, times tables. Handling Data: Averages, pie charts, conversion graphs, scatter graphs, probability. In addition to the programme of study for the summer term, there will be a focus on Common Entrance style questions. Time will be given to focusing on the major topics within the two written papers (non-calculator, and calculator) which pupils will sit as an introduction to the work in Year 8. Children will be prepared for their first trial at level 1. S7 Autumn Maths surgeries are now in place to support children as they become more independent in their learning. Building confidence and accuracy is now the key. At this stage children will be working towards Common Entrance level 1. Number: Four rules of number, order of operations, properties of number, rounding (decimal places and significant figures), fractions/decimals/percentages, product of prime factors, ratio and proportional change, negative numbers, use of the calculator, times tables. Algebra: Simplification, factorising, solving basic equations, substitution, forming expressions. Shape and Space: Transformations, angle calculations, area, perimeter and volume. Data Handling: Pie charts, probability, scatter graphs, averages. Measurement: Scales, metric and imperial conversions, average speed. Spring The children will be working towards Common Entrance level 2 and are developing a bank of resources and revision materials. They are still supported by the optional maths surgeries. Number: Four rules of fractions, decimals and negative numbers, percentage calculations, sequences (nth term), times tables. Algebra: Solving linear equations, graphs of the form y=mx+c. Shape and Space: Circle calculations, bearings, angle calculations, constructing 2D shapes, enlargement by a scale factor, nets.

Measurement: Metric and imperial measures, speed/distance/time calculations. Handling Data: Pie chart construction, conversion graphs including correlation, frequency diagrams, averages. Summer All children will be working towards scholarship level papers relevant to their individual schools and the optional surgeries continue. Number and calculations: 4 rules of fractions including the order of operations, the laws of indices, factorials, simple and compound interest, times tables. Algebra: Trial and improvement to solve quadratic equations, sequences where the nth term is quadratic, solving simultaneous equations, quadratic and cubic graphs, inequalities, solving equations with fractions. Shape and Space: Pythagoras‘ Theorem, volume of prisms, area, perimeter and volume (including pyramids), combined transformations and circle theorems. Measurement: Average speed of multi-stage journeys. Handling Data: Histograms of discrete and continuous data, averages and distance/speed graphs, Venn Diagrams and set theory. Using and applying: Investigations, computer generated graphs and diagrams.

Science Autumn Energy: Energy types and transformations. Conservation of energy and efficiency. A bouncing ball investigation. Electricity and Magnetism: Electrical safety, circuits, resistance and resistors, switches, fuses, current and voltage. Magnetic fields and electromagnetism. Sound and Light: Revision of frequency (pitch) and amplitude (loudness). Speed of sound through different media. Reflection, refraction and dispersal of white light, filters, pigments and colour. The Earth and beyond: Planets, stars and galaxies. The effect of gravitational forces on the orbits of planets, moons and satellites. Day/night, seasons and solar/lunar eclipses. Phases of the Moon. Satellites and exploration of space. Elements, compounds and mixtures: How the elements are organised in the periodic table and how they combine through chemical reactions. Spring Gases of the air: Composition of the air and uses of the gases. Laboratory preparation of oxygen and carbon dioxide. Laboratory tests for oxygen, carbon dioxide, hydrogen and water. Carbonate Chemistry: Forms and uses of calcium carbonate. The limestone cycle. Thermal decomposition of and the effect of acids on calcium carbonate. Nutrition: Composition of food and the human diet. Structure and function of the digestive system, including the function of enzymes. Test for starch. Cellular Respiration: Respiration and the release of energy. Aerobic respiration versus anaerobic respiration. Summer Reproduction: Structure and function of the human systems. Adolescence, the menstrual cycle, fertilisation and the development of a foetus. Movement: Review the role of the skeleton. The antagonistic behaviour of muscles. Health: Role of micro-organisms, malnutrition, sanitation, immunisation. Drugs, their use and abuse. S7 In addition to the Year 7 syllabus, S7 cover the following extension work. Energy: A range of variables in determining energy transfers with bouncing balls. Conduction, convection and

radiation. Electricity: Electronics, truth tables and logic gates with AND and OR circuits. Sound and Light: Echolocation and its uses. The electromagnetic spectrum – brief introduction. Refraction, total internal reflection and lenses. Gases of the air: Changes in the atmosphere, pollution and the greenhouse effect. Nutrition: Amylase assays: Malnutrition, especially the effects of mineral and vitamin deficiencies. Diffusion, osmosis and active uptake. Blood Circulation: Blood structure and function. Brief introduction to the defence systems of the body and pathogenic organisms. Reproduction: Mitosis and meiosis.

French Year 7 prepare for the Common Entrance and Scholarship examinations (S7). Topics for the Speaking exam. Reading, Listening and Writing skills. The scholars in S7 use the same four skills but at a more advanced grammatical level and using a wider vocabulary. Autumn Revision of basic vocabulary. Describing yourself, your friends and your family—appearance and personality. Preparation of ‘family and friends’ Common Entrance oral topic. Talking about the weather and free-time activities. Expressing future plans. (Extension topic) Summer Talking about TV programmes, clothes and adjective agreements. Preparation of ‘Free-time and Holidays’ Common Entrance oral topic. Summer Revision of oral topics. Revision of basic grammar. Introduction to Common Entrance papers. Vocabulary and grammar arising from the end of year examination. Using ‘aller’ and infinitive to express the Future tense. Preparation of ‘House and Home’ Common Entrance oral topic. S7 Autumn Topics: Holidays, free time activities, meeting people - arranging time and place. Grammar: Le Passé Composé (Perfect tense) - revision of Present tense. Aller and Infinitive to express future idea. a, en, au, aux and countries/towns. a, au, a la, a l', aux. Partitive Article - du, de la, etc. Adjectival Agreements. Prepositions. Revision of possessive adjectives. Preparation of ‘moi et ma famille’ topic. Spring Past (imperfect), present and future tenses. Description of family and friends in present and past tenses. Imperfect tense of avoir, être and porter. Visiting a restaurant, understanding the menu and different foods.

Preparation of ‘mes passetemps’ and ‘ma maison’ topics. Summer Preparation for CASE papers in all four skills. A visit to the Europa Centre takes place just before the oral examinations. Preparation of ‘mon école’ topic. Direct and indirect object pronouns.

Latin Autumn Revision of all cases of 1st and 2nd declension nouns Revision of primary active tenses in the four verb conjugations. Revision of 1st and 2nd declension nouns. Adjectives and agreements. Latin into English translation. Background: Roman Life and Culture. Prepositions. English to Latin sentences. Spring Imperfect and perfect tenses of all conjugations Vocabulary practice. Summer Revision of Present, Perfect and Imperfect tenses. Revision of adjectives. Revision of prepositions with Accusative and Ablative. Comprehension and translation practice from past Common Entrance papers. Analysis of sentences. Vocabulary. Section E background work. Common Entrance papers and vocabulary lists. S7 Autumn: Level 1 Common Entrance vocabulary and grammar. Spring: Level 2 Common Entrance vocabulary and grammar. Summer: Preparation for CASE.

Geography Autumn CEEB Unit - Earthquakes and Volcanoes (completion of this unit) Pupils address the following key issues and questions:Why do earthquakes occur? Why do some earthquakes cause more loss of life and damage than others? The Asian Tsunami on Boxing Day 2004 – an unprecedented disaster costing nearly 300,000 lives. What caused the Tsunami? How did it affect the physical and human environments of those countries? How did people respond to the disaster?

Was the response adequate? Assessment – CE examination type questions. CEEB Unit - Weather and Climate Pupils address the following key issues/questions:Why are we so interested in the weather? – a brief look at the reasons behind the national obsession. What is the difference between weather and climate? What is the Water Cycle? What is a Microclimate? Does Holmwood House have a distinct Microclimate? – pupils complete a word processed project based on weather data collected from the school grounds. Spring Completion of the CEEB Unit on Weather and Climate Pupils address the following issues/questions:Three main rainfall types - Convectional, Relief and Frontal. What is Britain‘s climate like? Can Britain be divided into distinct climatic areas? What part do air masses, depressions, fronts and the Gulf Stream play? Assessment – End of Unit test based on past CE questions. CEEB Unit - Rivers and Coasts Pupils address the following issues/questions:How is rock broken down? There are three major processes of weathering – physical (freeze thaw/frost shattering, onion-skin), chemical and biological weathering. The processes of weathering, erosion, transportation and deposition that help shape coastal features – caves, arches, stacks, stumps and spits. The processes of weathering, erosion, transportation and deposition that help shape river features from the source to mouth. Focus on the formation of waterfalls and meanders. Flooding in Boscastle and Bangladesh - the physical and human causes of flooding as well as the impacts on the physical and human environments. Summer Revision for Year 7 Trial Examinations—Six single lessons before the examination will be given over to revision. Assessment – Year 7 Trial comprised of a full CE paper (1 hour long). Fieldwork Enquiry based on the River Brett in Suffolk — The rest of the lessons and preps in the summer term will be devoted to the enquiry – data collection will take place during one day at Dedham Vale. This Fieldwork will be led by members of the Field Study Council. The Fieldwork Enquiry makes up to 20% of the overall mark for the Common Entrance Examination and should be completed by the end of January 2014 – the enquiry must be word processed (pupils will have full access to computers). S7 Pupils in S7 generally follow the Year 7 Syllabus but in greater depth and breadth. In addition to what the rest of the pupils learn in Year 7, pupils in S7 will study: Weather hazards – Tornadoes, Hurricanes and Typhoons (various case studies from around the world). World Climates – the various climatic zones across the world. How people have adapted to living in extreme environments such as deserts and rainforests. Flood control and management – contrasts between MEDCs and LEDCs. Assessment: A Scholarship Trial based on a mixture of questions from past papers (relevant to the senior school pupils propose to go to).

History Autumn The making of the UK 1500-1750. Common Entrance evidence questions. Looking at comprehension.

Spring Common Entrance essay topics 1500-1750. Common Entrance evidence questions. Looking at comprehension and comparison of sources. Summer Common Entrance essay topics and Common Entrance evidence questions. Looking at comprehension, comparison, content and provenance of sources. Overall preparation for Summer Exam. S7 Autumn Understanding Common Entrance evidence questions and relevant history topics for the essay. Spring Common Entrance evidence questions and relevant Common Entrance history topics for the essay. Summer Scholarship evidence questions and planning an answer to scholarship essay questions.

Religious Studies Autumn Social Justice and the poor The Rich Young Man Mother Teresa Oscar Romero Zacchaeus Fair Trade Jackie Pullinger Exodus and Passover Spring Human Rights 10 Commandments Children’s Rights Garden of Eden and the Fall Purpose of punishment Prison and death penalty Cain and Abel Summer Science and Religion Big Bang Evolution Dawkins and Darwin Creation Genesis 1 Creation Genesis 2

Paralysed Man Miracles Calming of the storm Existence of God

Information and Communication Technology (ICT) Currently under review and development.

Music Autumn Pupils learn the song ‘Somewhere along the Road’. Listening activities based on Janacek’s Sinfonietta. Compose, arrange, perform and record AABA melodies. Pupils complete ‘Melody Match’. Choose and start learning a song for Songfest. Spring Learn the vocal line of Joshua fought the Battle of Jericho. Add instrumental parts of Joshua to the texture. Consolidate major & minor scales with theory. Pupils play Tango Argentino & note major/minor change & tango rhythm. Pupils compose a piece using a major/minor contrast. Listen to/appraise each composition. Pupils listen to the opening of Monteverdi’s vespers and answer questions. Pupils learn the song Eleanor Rigby and how chord symbols are interpreted. Summer Pupils learn about singing, social contexts, styles of vocal music, vocal genres and voice types. Use ideas from the vocal music performed, or heard, to compose pieces with more than one vocal layer. Pupils listen to several excerpts of a Cappella music & identify features and context in each. Pupils perform ‘The Entertainer’. Learn about Ragtime and its historical context. Learn about the characteristics of Joplin’s style. Compose a Ragtime piece, incorporating some stylistic features into their composition. Pupils perform the song ‘When I’m Sixty-Four’.

Art Art in Year 7 and Year 8 forms a two-year cycle of projects. Autumn Objects and viewpoints: Explore familiar objects from different viewpoints as the starting point for your work. Develop ideas by selecting and abstracting qualities of objects to use as the basis for a painting. Learn about the ideas and approaches of the cubists and their influences and make connections with other artists who worked from still life.

Spring What is in a building? Explore your ideas and feelings about buildings and your experiences of walking through spaces. Record interesting features, such as doorways, arches, windows, porches and courtyards. Evolve designs for sculpture based on your studies and produce a sculpture based on a building in clay card or paper. Look at the work of architects, designers and sculptors. Summer Recreating Landscapes: Explore landscape as the starting point for two- and three-dimensional work. Collect visual and other information by visiting a landscape and by studying the methods, approaches and intentions of artists and craftspeople that use the environment as inspiration. Manipulate the visual and tactile qualities of materials to convey mood and feeling about a landscape. Construct a relief based work.

Physical Education (PE) Autumn Health and Fitness: Learning the differences between aerobic, anaerobic and muscular fitness. Working to increase stamina through various tests and exercises. Gymnastics: Studying the theme of lifting and lowering different body parts through individual, partner and team performances. Hockey: Recap on basic skills and introduction of small sided and full sided games. Spring Cross Country: Improvement of individual performance. Gymnastics: Exploring the theme of spinning, twisting and turning with the help of mats and apparatus. Volleyball: Improving the skills and tactical understanding of volleyball through individual skills and full sided games. Summer Athletics: Running—Sprint starts, middle and long distance races with the emphasis on improving individual times. Jumping—long jump and high jump. Throwing—an introduction to shot put, discus and javelin. Relays—improving team work and cooperation.

Personal, Social, Health & Citizenship Education (PSHCE) The PSHCE curriculum is flexible and may be adapted to incorporate and deal with emerging issues both within the school and the wider community. Much of the curriculum is paper free and designed to encourage children to feel confident speaking, expressing and justifying opinions and being open to the views of others.

EMOTIONAL INTELLIGENCE Relationship Skills Buddies Communication and achieving rapport Resolving conflict Assertiveness Bullying awareness and prevention Self-Awareness What is Emotional Intelligence? The Fight or Flight instinct Expression of emotion through art Awareness of personal body language Self-control Knowing how to express emotion appropriately Managing the fight/flight instinct Empathy Anticipating and managing emotion in others Reading body language in others Personal Motivation Recognition of the cumulative nature of achievement The 10,000 hour theory

WELL-BEING (incorporating Sex and Relationships Education) Parents can view the school’s Sex and Relationships Education (SRE) policy in the policy area of the website. Whilst SRE is covered in its most basic form in all year groups, this is most relevant to parents of children in Years 6-8. Sex and relationships education Puberty Introduction to sex and reproduction within the context of a secure, loving relationship Lifestyles Nutrition: Food and advertising Drugs, alcohol and tobacco CITIZENSHIP Monarchy versus Republic What happens at Westminster? The UK Government Law and justice: Judges, courts and trials Sentencing criminals and types of punishment Ethical/topical issues: Debating current affairs

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Year 7 & S7 Assessment & Reporting Schedule Autumn term CAT test results Half term grades CE trial results (S7) Short academic report Tutor report Term grades Full academic report

Oct Oct Nov Dec Dec Dec Dec

Spring term Half term grades Full academic parent evening Tutor report Term grades CE trial results (S7)

Feb Mar Mar Mar Mar

Summer term Half term grades CE trial results (S7) Full academic report Tutor report Term grades

May June July July July

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