MAIDENHILL SCHOOL

YEAR 7 CURRICULUM
2022-2023
YEAR 7 CURRICULUM

The National Curriculum is organised into 5 key stages.

Key Stage Ages

1 5-7
2 7-11
3 11-14
4 14-16
5 16-18

Students in Year 7 are in the first year of Key Stage 3 and study a wide range of subjects. These are English, mathematics, science, geography, history, religious
studies, food, design technology, art and design, textiles, French, computing, music, drama and physical education. Students also have a regular learning for life
lesson which includes elements of citizenship, personal, social and health education. Details about what is taught in each subject during Year 7 are given on the
following pages.

Reviewing, Recording and Reporting Student Progress

During the year, your child’s progress will be reviewed regularly and you will receive a ‘review point’ three times a year. In Year 7, this focusses on students’ approach
to learning and will show an attitude to learning profile, organisation profile and independent study profile description. You will receive ‘RP’s’ on:
- Friday 21st October 2022
- Friday 17th February 2023
- Friday 26th May 2023
You will also receive a full written report on Friday 16th June 2023

There will be a Year 7 Parents’ Information Evening on Wednesday 14th September 2022 and you will have the opportunity to discuss the progress of your child with
your child’s tutor on Thursday 20th October 2022 at the Year 7 Tutor Evening. You will further have the opportunity to discuss the progress of your child with each of
your child’s subject teachers at the Year 7 Parents’ Evening on Tuesday 24th January 2023.
Curriculum Overview Art, Design and Nutrition
Intent The Art, Design and Nutrition department aims to develop young cooks, chefs, designers, makers, artists, craftspeople and STEM
enthusiasts. The subjects taught help to develop and encourage curiosity, creativity, and resilience as well as enrich students’
experiences of competitions, a wide range of life skills and areas that the wider world has to offer.
Implementation Rotation 1 Art: Students will learn how to use a sketchbook to record their observations and ideas, alongside completing
projects focused on Portraiture and Animals. They will learn about the artist Frida Kahlo, analyse her paintings
alongside drawing and painting their own self-portrait. In the Animal project they will learn about shading using a
range of pencils and techniques, model making skills with clay to make a ceramic mouse.
Rotation 2 Product Design: Product Design: Students will learn how to design and manufacture a decorative key rack based on
their own ideas. They will learn how to use MDF and natural timber (pine) to create a personalised outcome. They
will learn how to use hand tools appropriately, sawing, sanding, and drilling safely to manufacture their practical
outcome. Students will learn about the properties and uses of natural timbers and manufactured boards.
Rotation 3 Textiles: Introduction to the world of textiles, looking at the importance of textiles in everyone’s lives; we will look
at the difference between natural and man-made fibres. This project introduces the sewing machine to the
students, they will learn the parts, how to use it and how to work safely. They will also learn how to do applique
work. They will work from a brief to design and make an art textiles board based on landscapes and seed heads.
They will use Anne Brooke and Caz Holmes as inspiration and learn how to ‘layer’ up the fabrics to attain a
satisfactory outcome. They will learn about the environmental impact that they textiles industry has on the planet.
Rotation 4 Food Preparation and Nutrition: Students will learn about healthy eating (Eat Well Guide and the 8 Government
guidelines), the importance of consuming breakfast and basic nutrition. They will learn a range of culinary skills,
methods, the application of food safety and how to sue equipment appropriately and safely to create a selection of
sweet and savoury dishes.

Skills Students will develop practical skills throughout the different subject areas. Teamwork and communication skills will set them up
for a range of mediums such as, using all areas of the oven, health and safety, painting and 3D structures and using a range of
materials, equipment and machinery. Students develop confidence through design and making a project or outcome during each
rotation. Their resilience gets tested as the skills used per project increases in difficulty and challenge.
Assessment Students will be assessed on their progress on a rotational basis. This will vary from term to term, but will focus on progress in
knowledge and understanding, practical skills and outcomes.
Independent Study Independent study is set when relevant to learning. It can involve learning from knowledge organisers, spelling/keyword tasks
and further subject specific research. This is dependent on the term and which subject they are studying.
Contact Subject Leader: Miss L Bullion
[email protected]
Curriculum Overview Computing
Year 7 students need to be confident in using Microsoft Office 365 and have a clear understanding of selecting the correct piece of
Intent software to complete a given task as well as some of the risks presented when using technology. Students must grasp the basics of
how a computer is made up of different components and how each component has a specific role to play.
Term 1 Introduction to online systems: Students will receive their username, email address and create a secure password so
Implementation that they are able to log on to all the online services the school uses (Satchel:One, RMUnify, Microsoft 365). They will
also practice their touch typing skills.
Term 2 Cyber security and E-safety: Students will learn about cyber and e-safety issues including Cyber bullying, Phishing and
social engineering. They will create a Sway, presenting their knowledge in an interactive and engaging way.
Term 3 Hardware and Software: Students will learn about the internal and external components of a computer; the
application, utility and operation systems software as well. A variety of activities will take place with an end of topic
test.
Term 4 Computational Thinking: Students will learn about binary, hexadecimal, image representation and compression using
a variety of activities culminating in an end of topic test.
Term 5 Kodu Skills: Students will learn basic games design techniques using Kodu. They will learn how to create a world,
character and the programming behind it, to recreate a classic game.
Term 6 Games design project: Students will plan, execute and evaluate a game of their choosing using the skills they learnt in
term 5.
Independent learning skills will begin to develop through the use of tutorials and students will need to show resilience when
Skills technology goes wrong.
Through the use of cloud technologies, online collaboration skills will be developed.
There is formal assessment at the end of every unit and an end of year test.
Assessment Depending on the content being assessed this is either a multiple-choice test or practical skills rubric.
Independent In KS3 students get 30 minutes independent study once every two weeks. This will be a mixture of Satchel:One KO
quizzes, spelling tests and revision for end of topic assessments based on the KO. There will be optional extension
Study independent study which will be in the form of challenges.
Having a PC/Laptop at home would be beneficial and if you are struggling with this there may be support available from school for
Parents/Carers students to access technology. Computing isn’t just playing games or being a Youtuber, so the use of online coding platforms, or
support coding through Minecraft or even just using the Microsoft Office platform would help students develop Computing skills for work.
All software used is free and students have access to Microsoft 365 with their email address.
Subject Leader: Mr C Bargh
Contact [email protected]
Curriculum Overview English
Intent In English students are expected to develop to the full, their ability to use language confidently, competently and creatively.
Throughout the year, students work on a variety of units which encourage and extend their ability to:
Write for many different purposes, become independent, responsive readers,
develop their communication skills through oracy and speaking and listening.
Students are expected to improve, develop and craft their writing skills focusing on: Organisation, vocabulary, using punctuation
and accurate spelling.

Implementation Term 1 Pirates: Students study a range of extracts from children’s pirate stories. The focus includes the techniques of writers,
context and creative ideas, plots and settings. Knowledge of the extracts are used to plan and create their own
imaginative writing.
Term 2 The Boy in the Striped Pyjamas by John Boyne: Through the study of the book, students learn about and explore two
different boys’ experiences based around the Second World War and the Holocaust.
Term 3 Poetry: Students read a collection of poems and explore themes, language and structure to enable them to write
personally and analytically about the texts.
Term 4 Rikki-tikki-tavi by Rudyard Kipling: The focus will be a short story where students explore character, structure, context
and the writer’s style. This will lead to students creating their own narrative pieces.
Term 5 Shakespeare: Students read and explore the characters and themes in ‘A Midsummer Night’s Dream’. They also learn
about and explore the relationships between characters and the conventions of Shakespeare’s comedy plays.
Term 6 Debate: In this active unit students learn about the formal rules of presenting an argument where groups or individuals
present views about a particular issue.

Skills Developing reading, writing and oracy. Students will be learning how to analyse texts and develop a personal response. The focus
will also be developing their creative writing skills and crafting imaginative pieces carefully.

Assessment Termly assessments where students will respond with a focus either on reading and understanding or writing a creative or
transactional piece.

Independent Throughout the year students follow the Accelerated Reader Programme. They are required to read independently at home as
part of their independent study. Students then progress through the scheme by taking book quizzes.
Study
Parents/Carers Reading Knowledge Organisers to help understand the themes associated with each unit. Encourage your child to read and talk to
them about the books they are reading.
support
Contact Second in English: Mrs D McAlary
[email protected]
Curriculum Overview French
Intent In French, we aim to open students’ eyes to differences and similarities between other cultures and nationalities and their own.
Learning a foreign language helps students to think carefully about how language works (including their own language). It improves
literacy and memory skills, promotes verbal skills and develops confidence. The knowledge of another language is also a valuable life
skill that is useful both professionally and socially.

Implementation Term 1 All about me: students learn how to understand and communicate key details and greet people, including giving their
name, age and birthday, and describing theirs and others’ appearance.
Term 2 All about me: the module continues with talking about countries around the world and nationalities. Students learn about
where countries are and where French is spoken across the world. They begin to express opinions about what they like to
do and can describe their own and others’ personalities. At the end of this term, we also look at Christmas and end of year
traditions.
Term 3 My family: in this module, students learn how to describe different family members and pets. We also explore cultural
aspects around the start of the year and February events.
Term 4 Life at school, where I live: students consider differences and similarities between the French and British school system.
They learn how to describe their school subjects and teachers and express opinions. They also begin to describe their home
and local area. In this term, we also consider how Easter is celebrated in France and French-speaking countries.
Term 5 My interests and hobbies: this module allows students to talk about what they like to do in their free time and to describe
a recent visit to a zoo or safari park.
Term 6 My local area: in this module students learn how to say what there is and isn’t in a town and what you can do there. They
also learn how to ask for, understand and give directions. They practice arranging to meet up in town. During this term, we
also look at a key national event for France and French-speaking countries.

Skills Students regularly practise all the key areas of listening, speaking, reading and writing. They develop their understanding, ability and
confidence to express themselves. As the year progresses, they move from understanding single words, to short sentences and more
extended pieces. They are encouraged to work with and support each other. We promote student independence and literacy through
their active use of reference materials.

Assessment At the end of a module, students are assessed on their listening and reading skills and usually in either their speaking or writing.

Independent Independent study is set on a weekly basis and is varied. Typical tasks include quizzes, vocabulary learning, reading tasks or
preparation for assessment.
Study
Parents/Carers Whilst parents/ carers may have little or no experience of French that should not be a problem. We plan students’ independent study
so that they should be able to complete it fully independently. Parents/ carers simply need to encourage careful reading of the
support instructions and meeting of deadlines.

Contact Subject Leader: Ms L Fowke

[email protected]
Curriculum Overview Geography
Intent Geography is about understanding the world we live in. Students are encouraged to ask questions and seek answers using a range
of geographical skills. Students will explore the world through a broad range of human and physical topics, encouraging a sound
knowledge of place and space.

Implementation Term 1 Impossible places: An introduction to the unusual places in the world. A holistic approach to learning about what
makes a ‘place’. There is a focus on sustainability in this unit.
Term 2 Map skills: This unit is an introduction to the map skills required throughout the geography curriculum. Students will
look at grid references, latitude and longitude, direction and OS maps.
Term 3 Settlement: We go back in time to determine why settlements are located in specific locations and how they have
developed over the years. We also compare lifestyles in urban and rural areas and learn about regeneration and
sustainable urban futures.
Term 4 Migration: This unit aims to explain why migration happens, whether it is forced or voluntary. We will cover numerous
international case studies such as Mexico to USA and Poland to UK but also national migration resulting in the
development of slums in India and favelas in Brazil.
Term 5 Weather and climate: Students study the conditions and processes that create weather and climate. There is a focus
on the weather patterns in the UK and the effects of extreme weather events around the world.
Term 6 Microclimate enquiry: Students plan and carry out an enquiry investigation outside of the classroom to determine the
different microclimate conditions in different locations around Maidenhill school.

Skills Skills are introduced throughout the curriculum and revisited frequently. These include statistical, graphical, decision making and
field work techniques. There is a focus on the use of atlases, globes and maps at a range of scales.

Assessment Students are assessed in each unit at the appropriate stage. Each assessment has a different skills focus.

Independent Independent Study is set fortnightly. Students will be given knowledge organisers that include the key terms and knowledge for
each unit. These knowledge organisers will form the basis for most of the Independent Study that is set. There will be further
Study enrichment opportunities to develop learning through geographical reading and research.

Parents/Carers Please familiarise yourself with the knowledge organisers and talk to your child about the content. Regular reading of any kind
and watching news and geographically based documentaries is also highly beneficial to support enhanced vocabulary and writing
support skills. It will also develop geographical knowledge of the world.

Contact Subject Leader: Mrs M Tardivel

[email protected]
Curriculum Overview History
Intent In history, students are encouraged to develop habits that enable them to become effective learners. We teach a broad spectrum
of topics that provide the foundation of skills which students will require for further study. We look at the theme of power and
protest in the Medieval and Early Modern era on a variety of scales from local to international. Students are encouraged to
challenge information and consider the provenance in their interrogation of its reliability and utility.

Implementation Term 1 How did the Norman Invasion alter life for Anglo-Saxons?: Students look at the Norman invasion of England. They will
gain an insight into how William the Conqueror gained and maintained control in England. There is a focus in this unit
on key historical skills, chronological narrative and an introduction to evaluative skills
Term 2 What was life like for regular people in the Medieval era?: Students will study the importance of religion in Medieval
life, as well as the structure of a Medieval village and town. This unit includes a depth study on the Black Death. There is
a focus in this unit on source analysis, and cause & consequence.
Term 3 Who held the power in Medieval England?: An in-depth look at the shift in power during the Medieval era, we look at
the Barons Rebellion, the rule of King John and the Peasants’ Revolt. There is a focus in this unit on historical
interpretations.
Term 4 How has migration in Britain changed over time?: In this unit, students will study the nature of migration to and from
Britain from Early History, through to the Modern era, including the economic and cultural impact of migration. There is
a focus in this unit on historical sources and interpretations.
Term 5 What is the history of our local area?: Students will undertake a historical study on the local area of Stonehouse. This
will include a field trip of the local area with an historian.
Term 6 Why was Jerusalem worth dying for?: Students will look at the history of the Crusades and the impact of Islam on
global culture and society, as well as the nature of conflict between Christianity and Islam.

Skills Students will revisit the core historical skills throughout the year. This includes developing a chronological understanding,
interpreting and analysing sources and historical interpretations, explanation of cause and consequence, as well as historical
significance.

Assessment Students will be assessed at appropriate points in each unit, with a focus on a particular historical skill for each assessment.

Independent Independent Study is set on a fortnightly basis. Students will be given knowledge organisers that reflect the key knowledge for
each unit, and this will form the basis of the majority of Independent Study. There are also opportunities throughout the year to
Study enrich learning through further research.

Parents/Carers Please familiarise yourself with the knowledge organisers and talk to your child about the content. Regular reading of any kind is
also highly beneficial to support enhanced vocabulary and writing skills.
support
Contact Subject Leader: Mrs M Tardivel
[email protected]
Curriculum Overview Humanities – Religious Education
Intent In RS, students should understand a range of religious and non-religious worldviews by learning to see these through theological,
philosophical and human/social science lenses. In addition, students will begin to explore ultimate philosophical questions
through a multidisciplinary approach. Students will also learn about the three Abrahamic faiths and their history in order to make
links between them and understand the origins of religion.

Implementation Term 1 What is religion?: Students will look at how religion can be defined and why it is important to study it in the UK.
Students will be able to reflect on what their RS lens looks like.
Term 2 Big Questions – Think like a philosopher: Students will explore what philosophy is and respond to some of the big
questions such as ‘is there a God?’. Students will reflect on their own beliefs and be able to explain other worldviews.
Term 3 The covenant between God and man:
Students will be able to explain the origins of the Abrahamic faiths and some of the important prophets that also occur
in the other Abrahamic faiths and their impact on the history of religion.
Term 4 Jesus in Jerusalem: Students will explore the main events in the life of Jesus and evaluating historical proof of his
existence. Student will be able to explain the importance of his life and death for Christians and the impact his
existence has in today’s society.
Term 5 What is Christianity?: To explore the key beliefs in the Christian tradition and its global growth worldwide. Students
will reflect on how Christianity has become the most popular religion worldwide.
Term 6 What is Islam?: Students will explore the key beliefs and practices in Islam and its historical origins as well as
evaluating the difficulties British Muslims may face.

Skills Students will be able to express ideas and insights about the nature, significance and impact of religious and non-religious
worldviews through a multidisciplinary approach. Students will learn to define, describe, explain and discuss important religious
concepts and worldviews.

Assessment Pupils’ progress is assessed in relation to the purpose and aims of the subject. Students will be assessed at appropriate points in
each unit, with a focus on a particular RS skill for each assessment. Attainment and progress are linked to the multi-disciplinary
approach.

Independent Independent Study is set twice a half term via satchel:one. Students will be given knowledge organisers that reflect the key
knowledge for each unit, and this will form the basis of the majority of Independent Study.
Study
Parents/Carers Please familiarise yourself with the knowledge organisers and talk to your child about the content. Students will benefit from
keeping up-to-date with relevant news regarding religion worldwide. These topics can be discussed at home which will help
support students engage in class discussions.

Contact Miss L Hoare

[email protected]
Curriculum Overview Learning for Life
Intent In L4L (PSHE), students are taught a broad spectrum of topics that provide them with the knowledge and skills to understand and
live in the modern world. It also examines concepts of morality and seeks to teach fundamental British Values. Finally, we look at
Relationship and Sex Education as set out by Government statutory guidelines

Across L4L we have 6 broad themes these are:

 RSE
 Careers
 Health and Well-being
 Citizenship
 The Wider World

Implementation Term 1 What is L4L and the internet safety. Students look at the PSHE curriculum and consider why it is important to study
the subject. They will also have lessons on managing risk, online safety and will be visited by the local police beat
officer to explore safe use of the internet and look at the issue of grooming.
Term 2-3 Careers. Students will have lessons on the world of work, budgeting, taxes and salaries. They will consider the
importance of time management and organisation and will be introduced to our online careers portal Xello. Through
Xello they will begin to shape a record of achievement which will be use to assist. In the developing their bespoke CV
in year 11.
Term 4 Health and Well Being. Students will look at the importance of healthy lifestyle, diet and oral health. They will also
study emotional and mental wellbeing, considering how to deal with change and cope with loss and bereavement.
Term 5-6 Citizenship - Students will be re-introduced to the fundamental British Values. They will look specifically at systems of
government, the rule of law and the importance of individual liberty and tolerance.

Skills Students will revisit the core academic skills throughout the year with a focus on analysis and debate. Students will be challenged
to explore moral and ethical points and responded thoughtfully to questioning.

Assessment Students will be assessed at appropriate points in each unit, with a focus on a knowledge for each assessment.

Parents/Carers Talk to your child about the content. Regular reading of any kind is also highly beneficial to support enhanced vocabulary and
writing skills.
support
Contact Subject Leader: Mr C Porter
[email protected]
Curriculum Overview Mathematics
Intent In Mathematics, we aim to develop procedural fluency and conceptual understanding in tandem since each supports the other.
We provide challenges and the opportunity to deepen their understanding of fundamental mathematical ideas through reasoning
and problem-solving tasks. In addition, these tasks allow students to make valuable connections between key mathematical ideas.

Implementation Term 1 Analysing and displaying data: Calculating averages, analysing data, and displaying data using a range of graphs and
charts.
Number skills: Mental and formal written methods for arithmetic and looking at various types of number (prime,
square, cube etc.)
Term 2 Expressions, functions and formulae: Forming and manipulate expressions using algebraic notation.
Decimals and measures: Rounding numbers, and calculating area and perimeter using a range of units of
measurement.
Term 3 Fractions and percentages: Comparing and simplifying fractions, and understanding and finding percentages.
Probability: Understanding the language of probability and calculating probabilities of single independent events.
Term 4 Ratio and proportion Understanding ratio notation, forming ratios and using ratios in context.
Term 5 Lines and angles: Using mathematical equipment to accurately draw angles and shapes.
Sequences and graphs: Recognising and spot patterns. Plotting coordinates and straight-line graphs.
Term 6 Transformations: Understanding symmetry and enlarging, reflecting, rotating and translating shapes.

Skills Students will develop mathematical skills in the five vital mathematical areas- number, algebra, ratio and proportion, statistics
and probability. Students will learn analytic skills through reasoning their answers. Students will be taught to problem solve by
learning how to understand a problem, planning response and implementing a plan.

Assessment Students will be assessed on their progress after each topic through an open-book assessment. This emphasises the importance of
the work they do each lesson as this will be important for each assessment. Students are also assessed each term on the topics
covered in a formal closed book assessment. After each assessment, students are provided with feedback with intervention work
giving to fill any gaps.

Independent Students are set independent study weekly based on what is covered in lesson using the online Hegarty Maths website. This
provides online tuition as well as interactive questions. Students are encouraged to do extra work on top of this to consolidate
Study work from lesson and to prepare for assessments.

Parents/Carers Parents/Carers can support by taking a keen interest in your student's mathematics work and being positive about maths. For
example, encourage them to show you their classwork or independent study book, ask them to explain what they have been
support doing.

Contact Second in Maths: Mr A Seabrook

[email protected]
Curriculum Overview Performing Arts -Drama
Intent Drama seeks to develop students creative and performance skills through a range genres and styles, such as drama, musical
theatre and circus. Through script work and devising, we focus on developing confidence, team work and resilience within all and
aim to broaden students’ cultural and creative experiences.

Implementation Term 1 Treasure Island: students will learn about the classic novel and create short performances using basic dramatic
techniques such as freeze frames, levels and mime.
Term 2 Jabberwocky: in term two students will use the poem by Lewis Carol as a starting point to develop their own
performances as a group whilst learning about choral speaking and staging a performance.
Term 3 Harry Potter: Students will learn about the Harry Potter and the Cursed Child play, performing extracts and creating
their own sections of script. Students get to create their own spell choreography and study the costume and set of the
West End show.
Term 4 Circus: In term four students will study different aspects of circus acts and develop the performance skills necessary to
capture the audience’s attention, and put on an exciting show.
Term 5 Musical Theatre – Matilda: Students will study various aspects of musical theatre including acting, singing and dancing.
Students will learn sections of the hit musical Matilda and perform scripted sections involving all three elements.
Term 6 Devising: in term six students will develop the skills to create their own plays from scratch. They will study how to
create performances from different mediums and will look at how to work as a group to write, direct and perform their
own play.

Skills Students will develop creating, analysing and performing skills through practical and theoretical tasks within their drama lessons.
Amongst the skills we value most at Maidenhill, students will learn team work, communication and confidence in a supportive
environment. Our aim is to be developing well rounded, confident, resilient drama students.

Assessment Students are assessed at the end of each termly topic. The assessments can take many forms including self-assessment, peer-
assessment and teacher assessment and can focus on specific topic related criteria or more general drama skills and knowledge.

Independent Independent study is set when relevant to the topic that is being studied. This can take the form of research, quiz’s or even
learning lines. All students have the opportunity of further developing their performing skills through joining extra-curricular
Study projects such as school show productions.

Parents/Carers Parents/Carers can support student development by encouraging students to participate in extracurricular performance
opportunities and by introducing students to theatre, film and music outside of school to widen their cultural knowledge.
support
Contact Subject Leader: Mr D Nash
[email protected]
Curriculum Overview Performing Arts - Music
Intent Music seeks to develop creative ability allowing students to develop artistic expression, resilience, independence, and
confidence through performing. Providing opportunities for students to express their own thoughts and feelings through
composition and the enjoyment of music.

Implementation Terms 1 Sea Shanties - Students will learn a variety of see shanties and develop their vocal skills. Using the Ukuleles students
and 2 will work in small groups developing their practical skills and group work skills to produce a group performance to the
rest of the class.
Music and Moving Image – Students will compose music to accompany a Tom and Jerry cartoon. Students will learn
about compositional/performance devices such as trills, glissando, concord, discord, sequence, chromatic and
dynamic contrast. Students will also explore the instruments of the orchestra.
Terms 3 Instrumental Skills – students will learn new practical skills by learning to play a new musical instrument and learn to
and 4 play as a band. Students will perform their band pieces.
Introduction to Music Technology -Students will learn how to use technology to create a remix of a piece of classical
music using the software Ableton and Push units.
Terms 5 Instrumental Skills 2 – Students will develop their skills from term 3 and learn to play a piece of popular piece of
and 6 music as part of a Band.
Structures in Music – Students will use technology to explore different musical structures. Students will then
compose a piece of music using Ableton Live.

Skills Students will develop performance skills through different genres of music and practical music making on a variety of musical
instruments. Teamwork and communication skills are among the most important skills they’ll develop as they engage with both
paired and small group work. Students develop confidence through performing to others and perseverance through musical
practise. Their resilience gets tested as material played increases in difficulty and challenge.

Assessment Students will be assessed on their progress on a termly basis. This will vary from term to term, but may focus on progress in
performance, compositional and/or musical understanding.

Independent Independent study is set when relevant to learning. It can involve learning from knowledge organisers but may also include
listening tasks and further musical research.
Study
Parents/Carers Consider instrumental/singing lessons for their child. These can be provided through the school and have been proven to benefit
students and their development. Consider purchasing either a ukulele or keyboard to develop their musical skills outside the
support classroom. Encourage students to participate in extra-curricular activities such as choir and school shows.
Ensure that students come prepared with headphones to each lesson.

Contact Subject Leader: Mrs D Ball

[email protected]
Curriculum Overview Physical Education
Intent To deliver Physical Education at Maidenhill School that embraces a commitment to provide a range of opportunities for the
greatest number of students to experience and make progress in a variety of sport and physical activity. The Physical Education
Department will aim to instil a lifelong passion for; and engagement in sport in order to embed an understanding of the benefits
of a healthy and active lifestyle that can be transferred into student’s life beyond school.

Implementation Terms 1 Autumn and Winter Activities: Students are introduced to a variety of new activities and skills. Boys will focus on
&2 rugby and basketball. Girls focus on netball, dance and fitness. Mixed group will focus on HRF, dance and basketball.
Introduce All groups will be introduced to a variant of cross country.
Terms 3 Winter and Spring Activities: Students are introduced to badminton, football, fitness, table-tennis and dance.
&4
Terms 5 Summer Activities: Students are introduced to athletics and a range of striking and fielding games (Rounders, Cricket,
&6 Softball).

Skills Students will develop performance skills through experiencing a range of different activities involving hand eye co-ordination,
speed, cardiovascular endurance, strength, agility and balance. Teamwork and communication skills are among the most
Introduce important skills; they’ll develop as they engage with both paired, small group and whole class work. Students develop confidence
through performing in front of others and will be developing resilience strategies to enable them to reach their full potential.

Assessment There will be baseline testing between the first three weeks of term one. This is to ensure students are placed in appropriate
groups that suit their abilities and needs. Furthermore, students will be assessed on their progress on a termly basis. This will
vary from term to term, but will focus on progress in performance, understanding, explanations and providing constructive
feedback. Thus, set changes may occur throughout the academic year to suit the student’s needs.

Independent Students will be guided towards short educational videos helping to expand their knowledge taught within lessons. Emphasis
should be on rules, positions, tactics and set plays/performances.
Study Independent study is set when relevant to learning. It can involve learning from knowledge organisers but may also include
watching/listening tasks and further sports research.
Students also have the option to develop their skills by participating in a sport/s outside of school or attending the school’s extra-
curricular clubs. Additionally students should focus on leading a healthy and active lifestyle in and outside of school.

Parents/Carers The PE department encourage parents and carers to support with the organisation of PE kit as well as encourage full
participation in extra-curricular, fixtures and class based activities. Further support, could be searching for local clubs so students
support can follow their passion outside of school such as joining a local rugby club. Other support could be focusing on becoming active
such as going for walks or cycling.

If a student needs to be excused from PE due to injury or lesson or does not have the correct PE kit, a signed and dated note
needs to be given to the student’s PE teacher so the student can be excused. In an emergency, please notify the PE teacher via
school email. Failure to do so, will result in the student having their planner signed. It is important to note that if a student is
unable to physically participate in PE; the student still needs to wear their PE kit. This is because the student will still be involved
in the lesson but in a different role and lessons may be outside.
 Contact Subject Leader: Miss S Dobler
[email protected]

Curriculum Overview Science

Intent Science seeks to develop scientific knowledge and conceptual understanding through specific disciplines of biology, chemistry and
physics. This curriculum will equip the students with the scientific knowledge required to understand the uses and impact of
science in the world around them.

Implementation B1 Cells: students will learn how to use a microscope to observe cells. They will look at the difference between animal and
plant cells. They will learn how specialised cells are adapted to carry out their function, and carry out investigations to
Order of teaching can find out how substance move in and out of cells by diffusion.
B2 Structure and functions: students will learn about how the body structure is organised and how the body moves. They
be found on satchel will carry out investigations to work out how we breathe and the structure of the lungs.
one. B3 Reproduction: Students will learn about the human reproductive system, this will include adolescence, fertilisation and
implantation, the development of the fetus, and the menstrual cycle. They will also cover reproduction in plants,
including pollinations, fertilisation, germination and seed dispersal.
C1 Particles and their behaviour: Students will carry out a range of activities and investigations to learn about the particle
model, states of matter, changes of state, diffusion and gas pressure.
C2 Elements, atoms, and compounds: Students will learn the differences between atoms, elements and compounds. They
will begin to understand and use chemical formulae.
C3 Reactions: Students will be carrying out a variety of investigations to learn about different reactions. This will include;
chemical reactions, word equations, burning fuels, thermal decomposition, conservation of mass, exothermic and
endothermic reactions.
C4 Acids and Alkalis: Students will learn all about acids and alkalis through various practical’s. They will cover topics such
as; indicators and pH, neutralisation and making salts.
P1 Forces: Topics to be studied by students during this module include; introduction to forces, squashing and stretching,
drag and friction, and forces at a distance.
P2 Sound: Students will learn about how sound travels, waves, the causes of loudness and pitch. They will also explore how
to detect sound, and how echoes/ultrasound works.
P3 Light: This topic gives the students an opportunity to explore how light travels by enquiry based learning. They will find
out about reflection, refraction, the eye, cameras, and colour.
P4 Space: Students will learn about the night sky, topics include; the solar system, the Earth, and the moon.

Skills Students will develop their working scientifically skills through enquiry based learning, this will include; planning investigations,
recording data, evaluating data and analysing data. They will develop their ability to carry out investigations accurately and safely.

Assessment Students will be assessed on their progress throughout the year, with assessments being taken at the end of each topic.

Independent Independent study is set weekly, and will support the learning happening in class through the platform of EDUCAKE. The
independent study tasks will consist of a variety of activities ranging from quizzes to research tasks. Revision will sometimes be
Study set in advance of an upcoming assessment.

Parents/Carers Parents can support students with logging on to Kerboodle to follow the scheme of learning. Using BBC Bitsize to build and extend
students learning in science.
support
Contact Second in Science: Miss H Pollock
[email protected]