Term 1

Sept - Nov

Term 2

Dec - Feb

Term 3

Mar - May

What Subject Knowledge will we be learning?

Units 1-4

Foci: to introduce foundational vocabulary and the key skills for learning grammar and linguistic competence.

In these units pupils will learn:

•  â€‹Meeting and greeting people
• Alphabet and spellings
• Dates and numbers 1-40
• Classroom items/colours
• Gender/ plurals/ adjectival agreements
• Literacy 
• Numeracy

Units 5-8

Foci: to consolidate grammar and vocabulary and develop linguistic competence.

In these units pupils will learn:

• The difference between definite and indefinite articles
• How to express likes and dislikes 
• To use justification and to give simple reasons
• To use qualifiers and adjectives
• To talk about hobbies/ sport 
• To consolidate vocabulary from previous units
• Creative writing

Units 9-13

Foci: to consolidate grammar and vocabulary and develop linguistic competence.

In these units pupils will learn:

• Simple food items
• To learn family vocabulary focusing on possessive pronouns and to give names/ ages / likes
• Where do you live? Types of dwelling places, countries and nationalities
• Talking about the weather

British Values: Tolerance and respect for a range of family situations / respect for diversity and an appreciation of different cultures and curriculum links- Geography

• Using language across the 4 key skills in MFL
• Listening for key information
• Speaking and accurate pronunciation
• Reading and understanding
• Written accuracy (SPAG- Spelling, Punctuation, Accuracy and Grammar
• Translation activities
• Memorisation techniques 
• Thinking skills

Exam skills:

1) Listen to the following people introduce themselves and write key details

2) Read / write the following dates and translate into English and or French/Spanish

• Using language across the 4 key skills in MFL
• Listening and understanding
• Reading and understanding
• Written accuracy (SPAG- Spelling, Punctuation, Accuracy and Grammar
• Translation activities
• Memorisation techniques
• Develop composition skills 
• Stating likes/dislikes
• Using simple connectives 
• Thinking and analytical skills to infer meaning

Exam skills:

1) State 2 activities you like to do in your free time and give reasons why you like these activities.

2) Re-write the following nouns in the plural form

3) Spot the mistakes in these sentences

To continue to use language across the key skills in MFL by developing:

• Written composition skills
• Memorisation techniques
• Dictation
• Translation
• Introduction to high frequency verbs and patterns
• Thinking skills
• Use of opinions / justification/ developing connectives
• Descriptive and creative writing
• Develop strategies for reading and understanding new vocabulary; i.e. use of cognates

Exam skills:

1) Listen to the following sentences in French/Spanish and accurately write down what you hear.

2) Translate the paragraph about someone describing their family into French/Spanish.

Regular formative assessments in class to gauge pupils’ grasp and understanding of key concepts and vocabulary.

All: Be able to introduce themselves: name/age/birthday

Most: Will have learnt personal introductions plus 10 classroom items

Some: Will understand and be able to apply the concept of gender (masculine/feminine and plural adjectival agreements

Regular formative assessments in class to gauge pupils’ grasp and understanding of key concepts and vocabulary.

All: Should have a better grasp of gender (masculine and feminine nouns and adjectives)

Most: Be able to apply gender agreement across a range of topics and vocabulary

Some: Be able to apple gender / plural / adjectival agreements consistently across a range of topics in spoken and written tasks

Regular formative assessments in class to gauge pupils’ grasp and understanding of key concepts and vocabulary.

All: Should recognise cognates and apply them in reading and listening strategies

Most: Understand longer passages – encompassing all of the vocabulary and structures from previous topics

Some: Apply grammar consistently well to write creatively, independently and accurately about friends and family

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

What Subject Knowledge will we be learning?

Recorder & Music Theory

In this unit, students will begin to learn the basics of music theory by applying them to learning how to play the recorder, which will be given to them for free at the beginning of the year.

Students will look at pitch, rhythm, and staff notation, as well as technique and performance in their first half term of Music at Mayfield.

Singing

In the run up to Christmas, Students will be learning to sing, and will be practising a song that they will perform at the Christmas Concert at the end of the term.

Students will continue to apply their theory knowledge through reading music, while also beginning to develop their aural awareness skills enabling them to recognise different pitches just by hearing them.

Instruments of the Orchestra

During this unit, students will cover information about the orchestra and the different instrument families within. As well as this, they will learn a piece of music as a class that is divided up into four different sections, just how an orchestra would be.

Students will get the chance to use other instruments including the ukulele, glockenspiel, and other percussion instruments for their performance. They will continue to develop their notation reading skills, and begin to look at performing as part of a larger ensemble.

African Music

For this unit, students will learn about the music from West Africa and its cultural traditions and context. 

Students will begin to apply their musical theory knowledge to a style of music more unfamiliar to them, and deepen their understanding of both pitch and rhythm by completing a composition task. They will be working in small groups, and be using instruments such as the recorder, glockenspiel, and African drums and percussion instruments.

Composition

For their last half term of year 7, students will be asked to complete an extended composition using the instruments they have been practising on throughout the year.

Students will apply all of the knowledge they have gained so far on music theory, composition, and performance in order to create a short piece of music that demonstrates all of the elements that we have covered in the previous units.

Term 1

Sept - Oct

Term 2

Oct- Feb

Term 3

Mar - May

What Subject Knowledge will we be learning?

Unit: Observational Drawing Exam

Focus of Unit: In this unit students will learn the main skills and techniques needed to draw accurately from observation.

Topics Covered:

• Formal Elements
• Application of Tone
• Crating Techniques
• Taking measurements

Gatsby Benchmark

• Explanation of the use of observation in life
• Uses of being precise with measurements (architecture, engineering, healthcare and sciences)

Unit: Decorative faces

Focus of Unit: To develop understanding of colour and pattern to successfully design a decorative face. Develop knowledge of the proportions of the human face to accurately draw out features.

Topics covered:

• Colour theory 
• Proportions of the human face 
• Natural Pattern
• Asymmetrical pattern 
• Symmetrical pattern

Gatsby Benchmark

• Videos of interviews with theatre production artists and their use of decorated faces.
• A look at the process behind pattern designing (video)
• Discussion of anthropology in relation to different cultures.

Unit: Decorative faces

Focus of unit: To colour a decorative face effectively using powder paints.

In this part of the unit students will learn how to successfully mix the paint and apply to their design will skill and accuracy.

Topics covered:

• Develop colour mixing and painting skills 
• Planning where to place all the colours on final decorative face designs. 

Gatsby Benchmark

• Videos of interviews with theatre production artists and their use of decorated faces.
• A look at the process behind pattern designing (video)
• Discussion of anthropology in relation to different cultures.

• To be able to draw with care and sensitivity
• Understanding of the formal elements- line, shape, pattern, shade and tone
• How to measure and use crating to get the correct proportions
• How to apply shade and use of a full range of tone and directional shading
• Ability to draw three dimensional forms
• Working in exam conditions
• Analysing and comparing artist’s images

• How to draw with care and sensitivity
• Knowledge of basic colour theory
• How to accurately lay out the proportions of the human face
• How to use symmetrical and asymmetrical design
• Where to find natural pattern and to record from observation
• How to use inspiration from natural pattern to create own designs

• How to mix the powder paint to the correct consistency
• How to paint with accuracy and skill
• How to mix secondary colours
• How to mix tones
• How to blend colours together

All: Have drawn from observation, used measurement and added tone to their drawing.

Most: Have drawn from observation by measuring and using the blocking technique. Then

Added a range of tones to their drawing.

Some: Have drawn from observation sensitively, including all fine details. Accurately used measurements, blocking technique and applied a full range of tone.

All:  have used a range of colours and areas of pattern in their design. Have filled the face with pattern and colour.

Most: have created a design that is carefully thought out with patterns within larger areas of simple shapes and the features are placed using the correct proportions. Have used all primary, secondary colours, tints and tone.

Some:  have used an intricate pattern where parts overlap (and connect into each other well like a jigsaw) and contain a variety of patterns within the shapes. Have used a wide range of tints of primary and secondary colours.

All:  Have used a range of colours and areas of pattern in the design. The work is neat and tidy. Have filled the face with pattern and colour

Most: Have used all the primary and secondary colours and one area of tint. The paint is of equal consistency and areas filled neatly and with skill. The design is carefully thought out with patterns within larger areas of simple shapes. The features are placed using the correct proportions

Some: Have used a wide range of tints of primary and secondary colours. All of the paint is of the correct consistency has painted finer details with a high level of skill. Has used an intricate pattern where parts overlap (and connect into each other well like a jigsaw) and contain a variety of patterns within the shapes.

Term 1

Sept - Dec

Term 2

Jan - Mar

Term 3

Apr - Jun

What Subject Knowledge will we be learning?

Unit: HTML and CSS

Undertake creative projects that involves selecting, using, and combining multiple applications, to achieve challenging goals.

In this unit pupils will learn the main skills involved in web development and use a range of applications including: 

• Notepad 
• Adobe Dreamweaver

Unit: Entry Level Computing  

Entry Level Computing introduce students to the fundamental concepts of Computing. 

In this unit students will develop their understanding of the fundamental hardware of a computer system; and the common types of software. Furthermore they will be having an insight into the development of computers and the effects it has had on society.
 
Students will build an understanding of the different internal components of a computer and their functions. 
Simple logic will build an excitement experience for the students as they will be learning how to convert binary numbers from 0-15 and putting a sequence of instructions into a logical order. E.g. create a flow chart for making a cup of tea and putting instruction in the correct order. 

Unit: Flowol Programming 

Students learn about control systems using Flowol software. They will learn to write a sequence of instructions using flow symbols for a given scenario. The software they will be using is Flowol; the students will need to program an auto home. Students should aim to program multiple objects based on different scenarios.

Unit: Legislation

Students learn about Computer Misuse Act 1990, Copyright Design and Patents Act 1998 and moral, ethical, social and environmental issues affecting our world today.

In this unit students will develop their understanding of key points covered by both Computer Misuse Act and Copyright, Design and Patents Act. Furthermore they will gain an insight into the ethical and cultural issues related to computer science and consider the impact computer science has on the environment.

Write HTML code to create a simple web page and display it in a browser

Write CSS to define the styles used in a web page

Create a simple navigation system using HTML 

Use a design to create a template for a web page using HTML

Create their own multi-page website 

Insert text, images and links on their web pages

Exam skills:

1. Give one advantage of using CSS styles within a HTML document
2. What effect would identified rules have on the webpage?

Gatsby: Web Developer/ Web Designer - What qualifications do you need to become a web developer/ web designer? (Students should create a job profile either as HL or a set task)

Be able to identify the components of a computer e.g. input, output and storage devices

To identify the basic function of the common internal components of a computer e.g. motherboard, CPU, RAM, ROM, graphics cards, sound cards, hard disks 

To identify the basic functions of common peripherals e.g. camera, keyboard, microphones, monitor, mouse, scanner, speakers, printer

State why an operating system is needed, including its functions 

describe the difference between application software and system software 

State the purpose of different system utilities e.g. computer security (antivirus, spyware protection and firewalls), disk organisation (formatting, file transfer, and defragmentation), and system maintenance (system information and diagnosis, system clean-up tools, automatic updating)

Convert between binary and denary numbers from 0 to 15 

State the output of different logic gates AND, OR and NOT 

To sequence instructions into a logical order

To create a sequence of instructions using flowchart symbols. 

To add complexity to the flowchart by introducing decisions through branching

To develop the program using iteration and procedures.

To use and explain key terminology when producing a flowchart e.g. variable.

Exam Skills: 

1. Identify the difference between…
2. Produce a flowchart for the given scenario e.g. an auto home
3. Discuss which is appropriate for a given scenario… e.g. use of iteration and branching

BEST Gatsby: Computer Programmer - this unit helps to build the foundation and inspire students into the field of technology and programming.

To identify types of electronic infections e.g. Trojan horse.

To identify possible prevention methods e.g. Firewall.

To identify what each act covers e.g. unauthorised access to computer material.

To identify when copying software is allowed e.g. site licences.

To understand the impact computers have on our modern lives e.g. for travel.

To consider the ethical and cultural implications of using robots in human roles e.g. as carers.

To consider your privacy relating to new products e.g. wearable technology.

To consider what happens to old, outdated computer equipment and how it affects the environment e.g. landfill.

Exam Skills:

1. Identify from a scenario which act is being discussed.
2. To identify which prevention method is best suited to the electronic infection.
3. Discursive skills, weighing both sides of an argument and coming to your own supported conclusion.

BEST Gatsby: IT Security Co-ordinator or Specialist - What qualifications do you need to become an IT Security Co-ordinator? (Students should create a job profile either as HL or a set task, this will help them to understand the diversity of jobs available in this sector)

All: Be able to use HTML code using a text editor (Notepad, Notepad++) to create and display a simple webpage with an image and text.
Demonstrate an understanding of keywords such as html, tags, webpage, CSS, hyperlinks.
Most: Will be able to use CSS successfully to describe the layout and structure of their webpage. 
Use the marquee tag to implement some scrolling text across their page.
Some:
Will create more than one page and successfully link these pages together as well as using external hyperlinks to relate to relevant information on their webpage.

All: Will be able to identify and state the functions of internal components of a computer. 
Compare the different common peripherals e.g. camera, keyboard, and how they are built into technological devices. Identify the difference between application software and system software. 
Attempt to convert between binary and denary numbers from 0 to 15.  Identify the different logic gates and show simple sequencing steps
Most: Will be able to describe the functions of the common internal components of computer e.g. motherboard, CPU, RAM, ROM, graphics cards, sound cards, hard disks. 
Explain why an operating system is needed, including its functions and describe the difference between application software, system software. 
Some: Identify examples of application software, system software and utility software and be able to describe the functions.
Mentally convert binary and denary number 0-15.  Create a simple truth table to show the results of a logic gate input.

Flowol Programming 
All: 
Be able to produce a simple flowchart using sequencing and iteration (Bridge Lights) and demonstrate an understanding of terms such as (algorithmic thinking, sequence, input, output, selection, variable and constant identifiers) 
Most: Will be able to develop the use of flowcharts making use of branching (robot) and describe how the flow of the program will vary based on the inputs.
Some: Will further create and develop flowcharts, making use of all 3 basic constructs (auto home), and will be able to use and possibly describe the key terms within a given context.

All: Will be able to identify common electronic infections from a description of symptoms. Explain what each licence (single user to educational licence) covers. 
Choose from a list of true/false statements concerning copyright. 
Research the impact computer science has on the environment.
Most: Will be able to match preventative methods to their descriptions. 
Identify which software is allowed to be copied. 
Research the ethical and cultural issues related to computer science.
Some: Will be able to explain in a paragraph the Computer Misuse Act and Copyright Designs and Patent Act using keywords. 
Write a reasoned argument for and against the use of computers in a modern world.

Term 1

Sept - Dec

Term 2

Jan - Mar

Term 3

Apr - Jun

What Subject Knowledge will we be learning?

Unit: An Introduction to fieldwork 
In this unit, students will identify what their perception of the local area is and what shapes this perception.
They will also analyse how they experience place and how their experiences of Mayfield differ from others.

Unit: Brazil 
In this unit, students will identify physical features such as where Brazil is and what the climate is like. They will also look at human geography, including where people live and why people migrate. Lastly, they will understand what favelas are and what life is like in favelas.

Unit: The UK Landscape
In this unit, students will look at how volcanoes have shaped the landscape of the UK through time. They will understand that factors contributing to the climate.
They will also look at human geography and what it means to be British as well as why people migrate to urban areas like London.

Unit: Energy Resources
In this unit, students will identify the different sources of energy. They will outline the impacts of non-renewable energy, why oil is important, and more recently, why fracking is controversial. Students will analyse changes to the Aral Sea and why we should use wind and solar energy to help minimise the risks of our changing climate.

Creating a title, aim, and hypothesis. Data collection, presentation and analysis. Describing location, graph drawing and analysis, distribution, evaluation of life in different regions, explanation and examination of pictures

Exam skill: Analysing, Examining

Gatsby: Land-use surveyor, Cartography, Urban Planning Tourism

British Values: further tolerance and harmony between different cultural traditions 

Identifying trends and patterns, change over time, climate graph analysis, challenging stereotypes, analysing different viewpoints

Exam skill: Assessing

Gatsby: Climate Research

British Values: enable students to acquire a broad general knowledge of and respect for public institutions and services in England

Analysing different sources of energy, case study interpretation, evaluation

Exam skill: Evaluating

Gatsby: Environmental Consultant

Data presentation and analysis written work will be assessed 

All: Identify what has shaped their perception of the school
Most: Be able to interpret changing perceptions of the area through time
Some: Know the endogenous features of the surrounding area and analyse their impacts

Assessment prep on GCSE style exam paper: Multiple choice, figure analysis, graph work, maths skills, explanation, 8 mark examine question.

All: Examine the impacts of urban life in Rio
Most: Identify how urbanisation has created new opportunities
Some: Analyse the changing factors that influence rural to urban migration

Assessment prep on GCSE style exam paper: Multiple choice, figure analysis, graph work, maths skills, explanation, 8 mark assess question.
 

All: Assess the importance of the UK as a global power.
Most: Identify the impacts of rural to urban migration
Some: Analyse how the physical landscape continues to change 

Assessment prep on GCSE style exam paper: Multiple choice, figure analysis, graph work, maths skills, explanation, 8 mark evaluate question.
 

All: Evaluate the usefulness of renewable energy
Most: Assess the impacts of renewable and non-renewable energy on the planet
Some: Critically assess the contrasting viewpoints on alternative energy sources

Term 1

Sept - Dec

Term 2

Jan - Mar

Term 3

Apr - Jun

What Subject Knowledge will we be learning?

Unit: The Island
Ability to write for different purposes

Knowledge of appropriate devices to use for different purposes.

Reading of fiction and non-fiction texts

Exploring genre

Unit:  Frankenstein the play
Reading a play – forms and conventions

Basic understanding of Gothic genre.

Unit: Poetry: roots and culture
Reading poetry 

Knowledge of different cultures including their own 

Unit: Fantasy 
Reading different fantasy texts

Exploring conventions, genre, and themes.

Unit: Beyond the Bright Sea
Knowledge of how a novel works and how it is constructed 

Knowledge of how a novel fits into a literary context

Exploring genre.

Approaching a writing task with a specific purpose.

Ability to use linguistic techniques for purpose. 

Engaging with a text creatively- personal response, transforming a text etc.

Drama: craft, performance, stage direction

Writing about a play creatively and critically 

Gatsby: Careers in the theatre – playwrights/ directors/light technicians/ costume, set and prop designers.

Approaches to reading a poem.

Students will be exploring the notion of identity as well as considering their own identity through their writing.

Comparing different fantasy texts.

Responding to texts through critical and creative writing 

British Values: Exploring the idea that we should be accepting of each other’s backgrounds and differences, and that we are all equal.

Comprehension of text.

Exploration of how writers craft a text.

Engage with text creatively— personal response, transforming a text etc.

Making inferences and interpret meanings from a text.

By the end of the scheme…

All: Be able to identify instructional, explanatory and entertain writing and have had a go at writing their own.

Most: Be able to use language techniques and interesting vocabulary in their writing.

Some: Will be able to use sophisticated punctuation for effect.

By the end of the scheme…

All: Should be able to engage with the play (plot/characters) creatively through drama and writing.

Most: Will have knowledge of the play form and be able to  identify key features.

Some: Will have understood and engaged with the themes and intentions of the play.

By the end of the scheme…

All: Will have engaged with a number of poems conveying the theme of identity and had a go at writing their own identity poem.

Most: Will be able to discuss/write about the poems they have read and provide a personal response.

Some: Will be able to develop their personal response by making links to the methods used by the poet. 

By the end of the scheme… 

All: Will have produced critical and creative writing demonstrating an engagement and understanding of the texts.

Most: Will have knowledge of the conventions of the fantasy genre. 
Some: Will be able to write about/discuss the conventions of the fantasy genre with reference to the writer’s methods.

By the end of the scheme…

All: Will have understood the plot and characters of the story and be able to form a personal response.

Most: Will be able to comment (through writing and discussion) on the writer’s style and the methods employed to create this.

Some: Will be able to imitate the writer’s style in their own creative writing.

Term 1

Term 2

Term 3

• Relationships and living in the Wider World

• Health and Wellbeing
• Living in the Wider World and Relationships

• Sex and Relationships Education
• Health and Wellbeing

• Introduction to Mayfield School BEST
• Making friends
• Organisational Skills (LORIC)
• British Values

• Learning Skills: how our brains work, how we learn best
• Emotional health and Wellbeing: bullying, healthy eating
• Stress and learning strategies to cope with pressure of exam
• LORIC in more detail

• Understanding and coping with puberty
• How the body changes
• Relationships with family and friends
• Smoking: Facts about smoking
• Understanding the reasons why people smoke
• Resisting peer pressure

How will my teacher know I am learning these things?

_{(When, what content and skills specifically)}

• Unit Quizzes
• British Values poster
• Peer Assessment

• Unit quizzes
• Peer assessment
• Teacher assessment
• Presentation

• Unit quiz
• Teacher and peer assessment
• Anti-smoking poster

Term 1 - Rotation 1

Term 2 - Rotation 2

Term 3 - Rotation 3

Skills & Processes

• Design process
• Primary and Secondary Research
• Specifications
• Plastics Differentiation
• Design development
• Modelling
• Hand Tools and Equipment
• Health and safety

Gatsby
Introduction to different jobs related to DT-Skills focused professions

Skills & Processes

• Design process
• Primary and Secondary Research
• Specifications
• Design development
• Modelling
• Hand Tools and Equipment
• Vacuum Forming
• Health and safety

Gatsby
Introduction to different jobs related to DT-Industrial focused professions

Skills & Processes

• Design process
• Primary and Secondary Research
• Specifications
• Design development
• Modelling
• Hand Tools and Equipment
• Marking Out skills
• Adhesives
• Health and safety

Gatsby
Introduction to different jobs related to DT-Bespoke focused professions

How will my teacher know I have learnt these things?

_{(When, what content and skills specifically)}

• In class Teacher assessment
• Assessment on Designing capability
• Assessment on Making capability

All
Identify different hand tools used in DT
Most
Explain the features of hand tools and their different uses
Some
Use alternative options to carry out the same task safely

• In class Teacher assessment
• Assessment on Designing capability
• Assessment on Making capability.

All
Identify key processes of Vacuum forming
Most
Explain different steps in the vacuum forming process
Some
Safely carry out vacuum forming using formers individually

• In class Teacher assessment
• Assessment on Designing capability
• Assessment on Making capability.

All
List different woodworking joints
Most
Explain steps and tools involved in creating a woodworking joint
Some
Accurately produce woodworking joints, using the correct tools and equipment