Core

Year 7 – In Core we focus on developing the skills that young people need to become successful in their learning throughout their lives. We will work on building their resilience, resourcefulness, reflectiveness and reciprocity. Literacy is a huge part of Core, and we spend lots of time practising writing to ensure everyone is a competent writer.
Learners will become part of our “Travelling School” in Year 7 Core. They will “travel” to various places around the world and study their geography, history and culture. Each half term will involve the study of a new place. They will complete an on-going project that will allow them to demonstrate their knowledge and develop their skills as learners.

Term 1
Key Learning Objectives
Learners will:

Term 1a – Yorkshire Be able to celebrate the unique contributions that me and my classmates bring to the group. Display empathy for my classmates and understand the importance of it when working in groups. Be able to identify the physical features of Yorkshire using an ordnance survey map of the area. Understand how to use a compass. Understand grid references and how to use them. Demonstrate resilience by becoming absorbed in my learning, managing distractions and persevering. Show improvements in descriptive writing by applying my SPAG targets set in literacy hour. Be able to evaluate my own work and performance against the learning goals.

Term 1b – Africa Be able to identify and describe the biomes that make up Africa. Be able to understand threats to the African biomes. Be able to identify developed areas within Africa and understand why some areas are developed. Be able to understand what aid is and who provides this. Be able to organise and direct a charity project with classmates. Be able to show resourcefulness through organisation and running of a charitable project. Be able to understand conflicts that occur in Africa. Be able to understand the consequences of conflict. Be able to use my SPAG targets to complete extended pieces of writing.

Key Activities / Homework
Term 1a After learning about themselves and each other at the start of the year on activity day, learners will complete the Museum Project where they will create an exhibition based on their learning about the time periods of Yorkshire. Alongside this piece of work there will be several pieces of extended writing.

Term 1b Learners will help support and raise money for a charity based in Africa alongside understanding that many stereotypes we hold about Africa may not be correct. There will be many chances to write persuasive pieces which will all end in a public speaking event for the year group. Repetition of mapping skills.

Assessments
Term 1a CATs. Activity Day Refection. Map reading quiz. Time travellers diary. Wars of the Roses essay. Museum display product and evaluation.

Term 1b Accelerated reader African biomes quiz Writing of a song Extended writing – two persuasive pieces: one letter and one speech. Design an animal – children’s book with adaptations. Public speaking event. Mapping quiz.

Suggest reading & support materials
Learners will be issued with an Accelerated Reader book. This will be read at the start of each lesson for 10 minutes, and should be read every evening at home.

 

Term 2
Key Learning Objectives
Learners will:

Term 2a – France Be able to use your imagination muscle to build a mini Eiffel Tower. Be able to understand what a monarchy is and have an awareness of social class systems. Be able to identify key people from the revolution. Be able to explain key events that led to the revolution and the consequences. Be able to describe the actions of Napoleon. Be able to identify times that England and France have cooperated. Be able to decide whether France is a friend or foe. Be able to understand what tourism is and why France has so many visitors. Be able to work with classmates to develop a creative way to promote a holiday to France. Be able to use my SPAG targets to complete extended pieces of writing.

Term 2b – Russia Be able to show our absorption and imitation muscles to learn and use some key Russian phrases. Be able to understand different styles of government. Be able to explain how Russian government changed. Be able to understand the different geographic regions of Russia and their roles. Be able to explore aspects of Russian culture. Be able to research and portray the significance of a famous Russian. Be able to show perseverance through the creation of a portfolio on this individual. Be able to use my SPAG targets to complete extended pieces of writing.

Key Activities / Homework
Term 2a Learners will get a chance to be part of many classroom debates during this topic. They will also have chances to develop their reciprocity muscle during team building activities before looking at the relationship between England and France. To assess this there will be several pieces of extended writing.

Term 2b Learners will get chances to create timelines of the changes in Russian government. They will be able to link back to France and make comparisons in government styles. They will get to show their geography skills and mapping skills through looking at the different regions of Russia. This will allow the exploration of key geographical terms. Learners will get chances to learn about Russian culture through carousel activities and group work. Finally they will complete a individual project on a famous Russian person and create a portfolio. The class will vote on the most persuasive one.

Assessments
Term 2a Accelerated reader. Balanced argument writing on Napoleon. Essay on France – friend or Foe? Tourism quiz.

Term 2b Accelerated reader. Map skills test. Comparison writing on the geographic regions of Russia. Types of government quiz. Biography on their chosen person.

Suggest reading & support materials
Learners will be issued with an Accelerated Reader book. This will be read at the start of each lesson for 10 minutes, and should be read every evening at home.

 

Term 3
Key Learning Objectives
Term 3a – Japan Be able to experience Japanese foods and culture through a culture themed morning. Be able to use our reflectiveness muscle when comparing Japanese culture to cultures we have looked at already. Be able to explore various aspects of Japanese culture and traditions. Be able to look at Japanese inventions and history. Be able to understand the impacts and consequences of the atomic bomb. Be able to understand and explore the key religions in Japan. Be able to create a visual display based on the key religions. Be able to show our learning through organising an event based on Japan for parents and staff to attend. Be able to show our collaboration skills with other learners when organising our events. Be able to use my SPAG targets to complete extended pieces of writing.

Term 3b – Olympics Be able to understand how the Olympics began and where it came from. Be able to explore how the Olympics has changed over time. Be able to investigate the geography of sport and how the economy, climate and population can impact success. Be able to explain the importance of Christianity in South America. Be able to understand the denominations of Christianity. Be able to explain how the Olympics have influenced and reflected changes in civil rights. Be able to explore how the world is interconnected and how the Olympics promotes this. Be able to understand Britain’s place in the Olympics. Be able to partake in a mini Olympics with your core class. Be able to strengthen the reciprocity learning muscle through taking part in team events.

Key Activities / Homework
Term 3a Learners will attend a culture themed morning including food tasting and various activities. They will look at the changes Japan has undergone and the impact that the atomic bomb had. They will look at the two key religions in Japan and create visual display for the core department. There will be an event organised for parents to attend. This will be based on the humanities subjects. where one group will focus on history, one on geography and one on RE etc. Term 3b Learners will look at the history of the Olympics and sports that are no longer part of the Olympics. They will complete some comparisons and make judgements on why some countries do better in the Olympics based on geography. Learners will look at case studies of how the Olympics has played a part in civil rights. There will be an event held for core classes of the mini Olympics allowing them to compete against other classes and also work on their reciprocity learning muscle in their own classes.
Assessments
Term 3a Accelerated reader. Organise an event for parents to attend. Newspaper report writing on the atomic bomb. Visual display creation. Writing to inform – religion in Japan.

Term 3b Christianity quiz. Atlas quiz. Partaking in the mini Olympics and testing of teamwork. Speaking and listening – sports report. Report writing on best locations for a sport to take place when given the options. Justify your decision. Description writing – describe walking into the stadium and opening ceremonies.

Suggest reading & support materials
Learners will be issued with an Accelerated Reader book. This will be read at the start of each lesson for 10 minutes, and should be read every evening at home.