The Charter School

During Year 7 pupils learn to draw and paint from imagination and observation using a range of personal belongings and other objects as starting points. They also develop skills using collage, mixed-media, sewing and 3D sculpture. Each module enables pupils to build on and improve their practical and critical study skills and to extend their knowledge and experience of materials, processes and practices. Pupils examine art, craft and design in the contemporary world and from different times and cultures. They are given opportunities to use visual language and to communicate their own ideas, feelings and meanings. All pupils keep a sketchbook throughout the year.

In year 7 pupils begin to develop a variety of skills, knowledge and understanding in Citizenship and Personal, Social and Health Education. The first module, A New School, covers the transition from primary to secondary school. Module Two explores the issues of Bullying - a lot of discussion is involved on ways to deal and combat bullying. Module three is about Diversity - pupils explore how our society became diverse, the issues that arise from such diversity and how to live with the diversity. The fourth module is Community and Local Government - it involves the study of Communities and how local government operates. Module 5 is The School Project - pupils research and gather information on particular areas of the school, which ends with a presentation the project.

During this year pupils have been introduced to KS3 national curriculum technology through various modules. This is designed to equip them with a variety of design skills such as research, sketching, development of ideas, Computer aided Design, workshop and practical skills and evaluation. Pupils also gain knowledge of specific materials. Projects include :

Electronics – Making a night light

Resistant Materials – bookend and casting a pewter medal

Textiles – machine embroidered wallet

Food Technology – 5-a-day, designing with fruit and vegetables

All students have doneas well as the Winter Wonderland Mini-enterprise project.

During year 7 pupils have worked to develop a wide range of co-operative learning skills - listening, concentration, trust, cooperation. To strengthen these skills throughout the year they have worked in a wide variety of groupings - solo, pairs, small groups and whole class. Pupils have studied a wide range of topics, including Mime, Shakespeare, Physical Theatre, Improvisation and Moral Tales. They have explored the subject of bullying through role-play and used dramatic techniques to explore the conflicting sides of a moral dilemma. They have learnt about the role of the audience and the importance of positioning on stage in relation to the audience.

In English, pupils learn to speak fluently, listen attentively and participate cooperatively in group, pair and individual activities. When writing, students learn to write in a range of forms, from poetry and fiction to persuasive and informative texts. Students learn to plan, draft and proofread their work independently. Students learn spelling rules, punctuation and the principles of grammar. In addition they learn to appreciate and analyse a range of texts from the literary heritage and from different cultures and traditions as well as studying non-fiction and media.

Year 7 pupils begin Geography by learning map skills and applying them to their local area. Module 2 focuses on geographical enquiry with a project studying the variations in climate around the school site enable pupils to build research and reporting skills. In module 3 the pupils study issues in urban Brazil and how people can affect and manage an urban environment. Pupils create their own favela shack. The next module uses a study of ‘fantastic places’ to begin to evaluate the impact of humans on their environment. Finally, the year is rounded up with a look at the geography of sport, focusing on the London 2012 Olympics and its sustainable future.

In year 7 pupils are provided with an introduction to the skills required in the study of history through an examination of familiar myths and legends and how they differ from the historical past. Pupils follow the national curriculum for history at Key Stage 3 through the examination of questions such as : How did William gain and maintain control of Britain? Who murdered Becket? What makes a good story about the Black Death? Why did Henry VIII break from the church in Rome? Pupils will be expected to present their knowledge and understanding in a variety of way including the use of ICT.

During Year 7, students follow the New APP Key Stage 3 National Curriculum for ICT which builds upon their experiences from primary school, and extends their knowledge, skills and understanding in the following areas:

In Module1students learn how to use the Internet safely and to locate information and judge its reliability.

In the Module 2 students focus on a whole school practical business task which focuses on the PLTS objectives.

In Module 3 students return to the superhero theme and learn how to test a hypothesis and analyse data using MS Excel.

In Module 4 students learn how to use MS Access to create a database and manipulate data.

In Module 5 students create a video about the dangers of digital collaboration for a specific audience.

Pupils in year 7 work from the Maths Links scheme. This scheme provides three different text books, covering national curriculum levels 2 – 8; we also use support workbooks for those working below level 4. We use a variety of teaching methods to build upon work on number, algebra, shape and space, and data handling. A particular emphasis has been placed on algebraic techniques, as algebra underpins much of the mathematics learned in secondary school. All pupils have access to extension work within this scheme. Pupils are also expected to complete an investigative task - this will take place in the summer term and will provide an opportunity for pupils to demonstrate their ability to use and apply mathematics.

Pupils have begun to understand, speak, read and write in French and Spanish. They are becoming familiar with sounds, written forms and grammar, and use this knowledge with increasing confidence and competence to express themselves in role-plays, conversation and writing. They improve their understanding of the languages by listening to people talking about a range of different subjects and by using a variety of forms of writing. Topics explored during year 7 include introductions, school; free time, family and home, food and health. Using material from a range of French and Spanish speaking countries increases their cultural awareness.

During Y7, pupils have studied The Elements of Music, Singing, Chords and Arrangement, Brazilian and Indian Music. Each module includes a range of listening, analysing and appraising tasks against specific criteria. Pupils improvise, compose and perform individually, in small groups and as a whole class, expanding their repertoire, knowledge and practical skills.

Throughout the year pupils have been taught the fundamental skills, tactics and rules within a range of activities. Pupils have been assessed across four strands : Developing Knowledge of Understanding of Fitness and Health; Evaluating and Improving Skills; Selecting and Applying Skills and Acquiring and developing Skills. Pupils have had the opportunity to demonstrate knowledge and understanding of these disciplines within practice and competitive performances.

Pupils start year 7 with an introduction to philosophy and ultimate questions, before going on to learn about the ingredients of religion. In module 3 they learn about the beliefs and practices of Judaism. Modules 4 and 5 are cross-curricular with the art department, learning first about religion and art generally then going on to look in depth at different representations of Jesus and what they tell us about the artist and their time.

Pupils have covered topics from Biology, Chemistry and Physics. They have studied fundamental concepts about our world such as the particle nature of matter, cellular structure of living organisms and the importance of energy. These concepts have underpinned their further explorations into the working of our universe. They use practical equipment to support and develop their learning and have learnt to use a range of scientific apparatus accurately and safely. Through investigation work they have developed skills of planning, reporting and evaluation. They have considered the work of scientists to see how others have explored scientific questions.