YEAR 7

CURRICULUM
2015/2016

Dear Parent/Carer
On behalf of the staff at Backwell School, I would like to
welcome you to our school. Starting a new school is exciting,
but it is also one of those occasions that can cause a certain
amount of anxiety for both students and parents. The purpose
of this booklet is to give you an overview of what your son or
daughter will be studying in each subject over the coming
year. I hope that it will help you to support your child and
understand the curriculum that he or she will be following.
This booklet also contains important dates to inform you about
school events and a list of useful people you may need to
contact.
This booklet is available on our school website:
www.backwellschool.net.
Any feedback on the contents of this booklet will be gratefully
received.
Yours faithfully

Ben Houghton
Deputy Headteacher

CONTENTS
Important dates

Useful people .

T2 Breakout .

Art and Design ...

Computing and ICT .

Design and Technology (DT) .....

English

10

French ..

12

Geography ..

13

History ....

14

Mathematics ...

15

Music .....

16

Philosophy and Religion (PR) ..

17

Physical Education (PE)

17

Science ....

18

Spanish ..

19

Spiritual, Moral, Social and Cultural Education (SMSC)

20

IMPORTANT DATES
Meeting with tutors
Thursday 15 October 2015, 4.30 pm 6.30 pm
This is a chance for you to have a short meeting with your
childs tutor, to discuss how he or she is settling in and for either
of you to raise any concerns you have. We also plan displays
and presentations on issues of special interest to Year 7
parents.
Reports
During Term 4 you will receive a short report through the post.
The short report contains assessment data and a short
comment from staff to share achievements and areas for
development. In July you will receive a target report. The
target report contains assessment data and a short comment
from staff to share achievements and areas for development.
Parents evening
Thursday 17 March 2016, 4.30 pm 6.30 pm
This is an opportunity to have short meetings with all the staff
who teach your child to discuss how s/he has progressed
during his/her first year here.
If you have particular worries or concerns about your child
please contact us at any time. Telephone and ask to speak
to or leave a message for your childs tutor or Miss Joanne
Leighton, Head of Year 7 or for Miss Vincent or Mr Wearne,
Deputy Heads of Year 7. If you leave a phone number we will
get back to you.

USEFUL PEOPLE
Head of Year 7

Miss J Leighton

Deputy Head of Year 7

Miss L Vincent and Mr J Wearne

Tutors
7C1
7C2
7C3
7M1
7M2
7Q1
7Q2
7Q3
7S1
7S2

Mr G Brees
Mrs R Lewis / Ms A Keep
Ms H Wild
Ms L Thomas
Mr N Falla
Mr B Mortimer
Mrs K Lewis / Ms R Wolfe
Mrs K Stuttard/ Mrs R St John-Crees
Ms A Saif
Mr H Twist

Parent Support Adviser

Mrs A Cheeseman

The Backwell Knowledge

The Backwell Knowledge is a series of meetings addressing
issues common to all parents of children just entering their
teens. The meetings take place over Terms 2 and 3 please
watch out for further information that will be sent home.

BREAKOUT DAY (THURSDAY WEEK 1)

Our Year 7 curriculum at Backwell aims to ensure that all our
students have the chance to become:

successful learners who enjoy learning, make progress

and achieve;

confident individuals who are able to live safe and

healthy lives;

responsible citizens who make a positive contribution to

society.

One day a week, every fortnight, we have a different day for

Year 7 students called Breakout Day. In this day, students
break away from the traditional timetable and take part in
alternative learning activities. These activities are designed to
allow students to experience more real-life situations and
explore ways in which they can negotiate more complex
personal and professional scenarios.
All activities should satisfy all or most of the Personal Learning
and Thinking Skills (PeLTS), as previously outlined by QCA. These
are six groups of skills that, together with the functional skills of
English, Mathematics and ICT, are essential to success in
learning, life and work. In essence, the framework captures
the essential skills of: managing self; managing relationships
with others; and managing own learning, performance and
work. It is these skills that will enable our young people to
enter work and adult life as confident and capable
individuals. The titles of the six PeLTS groups are:

Independent enquirers.

Creative thinkers.

Reflective learners.

Team workers.

Self-managers.

Effective participators.

Whilst the current government has moved away from the

PeLTS acronym, skills-based learning is still highly valued and
we at Backwell decided to maintain the six skills as a way of
making learning explicit to students and encouraging them to
evaluate their own learning under these headings.
Breakout has also been designed to fulfil broader curriculum
outcomes such as promoting:

Identity and cultural diversity

Healthy lifestyles

Community participation

Enterprise

Global dimension and sustainable development

Technology and the media

Creativity and critical thinking

Time will also be reserved specifically for the delivery of PSHE,

Citizenship and IAG (Information, Advice and Guidance) units.
Wherever possible these subjects will not be delivered in
isolation, but as part of integrated cross-curricular activities.
Over the past years Breakout has been extremely successful
and pupils have thoroughly enjoyed the experience. It is so
highly valued by students, parents and teachers that we are in
the process of rolling out three whole-school Breakout Days
to all students from years 7 to 13; this means that all of our
students can continue to develop important life and
employability skills all the way through their journey at Backwell
School.

CURRICULUM DETAILS FOR SUBJECTS STUDIED IN

YEAR 7
Art and Design
In Art we want our students to:

Enjoy making art and taking creative risks

Explore their own ideas and visually communicate views
Develop their skills using and experimenting with a
range of materials and processes
Understand and respond to art from our own and other
cultures
Learn the ICT skills needed to use our creative software

Our schemes in Year 7 give students the opportunity to

develop their skills in a range of media, including clay and
digital photography. In Term 1 and 2 they will learn the basic
elements of art, such as colour, line, tone, composition and
pattern by using a range of media, and taught how to
analyse and respond to the work of others. A final outcome
will be created responding to the theme of Colour. All this
work will be levelled for the start of KS3 Baseline. They will then
go on to explore issues on Healthy Eating and respond to the
theme of Decoration in other cultures. They will work
individually or together on team projects to come up with
creative and original outcomes. They will respond to Narrative
art and stories to give them skills with drawing and
composition.
Teachers develop schemes of work based on the National
Curriculum and pupils are taught how to create art through:

Inspiration from a range of sources

Experimentation and refinement of ideas
Communication of ideas, feelings, observations
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Planning and creation of a personal outcomes

Students are expected to have drawing materials for their

lessons, including HB and 2B drawing pencils, 12 coloured
pencils and black fine liner pens. To support their learning at
home we would like them to have a wider range of art
materials, which could be purchased at the schools non-profit
making Art shop.
Homework is set in projects every two terms, with written
activity sheets at the back of their books. They are
encouraged to act on feedback to improve their work or are
given extra extension work. It is important that students can
work independently, making choices about the work they
produce, the media they use and how they respond to their
research into the work of others.

Computing and ICT

Students will not just learn the skills to use software but also how
to develop their computational thinking and how computers
store, use and communicate data. Seven units of work will
cover the following topics
Digital Literacy

Using presentation software to introduce present

information about the personal computer components

Digital Skills
Using spreadsheets to model a spy mission, and other
tasks.
Using programming software to create a computer
game
Controlling everyday events using flowcharts
8

Technical knowledge
Understanding the roles of the components in a
modern PC
Finding information
Searching for reliable and accurate information
Organising and analysing data to draw conclusions.
Assessment will be by short tests throughout the year or by
teacher assessment of work produced. There is no homework
in ICT.
Students are very used to using ICT in their everyday life, so it
would be useful for parents/carers to tell them what life was
like before Computers!
Design & Technology
In Years 7 and 8 students study either Food and Textiles or
Product Design:
Group 1
Food Technology
Textiles Technology
Group 2
Product Design
Food and Textiles students will undertake alternate Food and
Textiles projects throughout the year, whilst Product Design
students will study their single option for the whole year (a
double lesson per week for each Group). This will enable
students to cover more in-depth and challenging projects,
resulting in a higher level of skill and understanding.
9

Year 7 students only will follow the other Groups topics the
following year.
Each subject area will cover a range of projects to develop
students research, product analysis, designing and making
skills. All subject areas will consist of practical projects and the
use of ICT where appropriate. Many of the skills learnt will be
transferable across the subject areas and all these Design and
Technology subjects are available as GCSE options at Key
Stage 4.

English
The aim of the English curriculum is to enable all students to
develop competency and creativity in all areas of the subject.
The curriculum is broken into three key assessment areas;
speaking and listening, reading and writing. One lesson per
fortnight is timetabled in the library classroom and is used to
promote independent, wider reading skills. We expect all
students to be reading regularly throughout the year and ask
parents to support this at home.
The Year 7 syllabus is delivered through the following
programmes of study:
Narrative: Transition Unit. Reading a variety of texts that reflect
a range of cultural experiences and exploring the writers
craft; organising writing effectively; varying sentence structure
and writing with technical accuracy. Final outcome: write an
autobiographical account.
Fiction: shared novel. Organise and present texts effectively;
read for pleasure and for meaning; explore the craft of the
author. Final outcome: write a book review.
10

Poetry: performance. Reading and analysing a variety of

contemporary and pre-20th century texts; analysing the
techniques used and experimenting with these in their own
writing, using inventive approaches to making meaning a
playing with language. Final outcome: write a poem and
perform it!
Drama: play script. Analysing and showing awareness of the
conventions of a drama text; devising and performing and
reflecting on their performances; expressing their ideas
creatively and imaginatively; communicating with each other
confidently and effectively. Final outcome: speaking and
listening assessment based on a key event in the play (e.g. an
alternative scene).
Language study: language variation. Read a range of text
from different media; explore formality in texts; discuss and
investigate writers choices of language and the purpose of
texts. Final outcome: transform the formality of an existing text
for a new audience/purpose.
Non-fiction / Media: news. Reading and accurately writing a
range of non-fiction texts; consider task, reader and purpose in
their writing. Final outcome: speaking and listening assessment
based on news report theyve written; analysis of a published
newspaper report.
ICT: developing their ability to present texts appropriately;
reading a range of multi-modal texts, including information
texts. ICT is delivered through the English curriculum in a
variety of ways.
During the year, formal assessed work will be completed in
students purple books whilst their green books will be used for
notes and drafting purposes. In addition, homework will
normally be set once a week and might focus on providing
11

students with regular grammar, punctuation and spelling

practice. This will usually take about 30 minutes to complete.
Parents can assist by helping their child to proof read and
check their draft or finished work.

French
Aims and Objectives: The course in French develops the four
language skills: listening, speaking, reading and writing.
Students learn to communicate in French by being given a
range of tasks with a real purpose. The course focuses on the
immediate world of the learner and covers the following topic
areas in Year 7:

Introducing yourself and exchanging personal

information
Family and personal descriptions
School
Food and drink

Assessment: During the year formal tests are given on the skills
of speaking, writing, listening and reading. Teachers regularly
evaluate and give feedback to students on their progress.
Homework: Students are given a range of tasks involving
comprehension, writing or learning. They can expect either
one long task or two 15 minute tasks a week.
How to support learning: Students are expected to have their
own pocket French dictionary we recommend the Oxford or
Collins range. Students are issued with workbooks which
include useful summary pages at the end of each unit. It is
recommended that students bring in their own headphones
for computer room lessons. The website
12

www.linguascope.com is excellent for follow-up activities at

home (ask teacher for username and password).

Geography
In Year 7 the emphasis in Geography is on giving a broad
introduction to the subject with a particular focus on the UK
and our home region of the South West.
We start by examining what Geography means and
throughout the year aim to encourage and inspire our
students to take an interest in the world around them. We
support them to ask questions and to become confident at
working independently to find out how and why things
happen.
The following modules are covered during the year:

Map-work skills - from atlases to OS Maps

The geology and landscapes of the SW
Farming and how it impacts us
The growth and change of our local settlements, Bristol
and Backwell
Tourism in the UK including a fieldtrip to examine the
impacts of tourism in Wells.
Weather and Climate in the UK

Geographical skills are emphasised throughout all modules

and as much investigative and practical work as possible is
included, together with fieldwork.

History
The aims of the History Departments teaching are:
13

To foster an enjoyment of History in students and to

encourage them to take a greater interest in the past.
To give students a greater understanding of the history
and culture of other countries including their present
situation in the world.
To help students understand present day issues.
To assist in training students minds by means of
particular skills and disciplines.

Most of the time in Year 7 is spent studying Britain 1066-1603,

including the Battle of Hastings, Thomas Becket, King John and
Magna Carta, the Reformation of the Church and the Reign
of Elizabeth. Students also study a non-European Society
either Medieval Islam or the Native Peoples of North America.
Homework is set each week. Usually this is a single short piece.
On some occasions, though, longer project based work may
be set over a period of weeks. Here guidance will be given to
students on how they might spread their effort over a number
of weeks, rather than leaving it all until the last minute. We
also like to include the opportunity of model-making
somewhere along the line, e.g., constructing a motte and
bailey castle.
Students are encouraged to develop the skills of arguments
through clear explanation, the use of examples to support
their ideas and structuring these ideas clearly. A variety of
sources are analysed, with an emphasis on making inferences.
We employ a system of continuous assessment with
comments-only marking.
We feel very strongly that parents can best support and
consolidate their childrens learning in History by taking an
interest themselves. The What did you learn today in History?
14

approach is great, encouraging the children to share their

new-found knowledge.

Mathematics
Mathematics is taught to students in ability sets enabling them
to develop at a pace to match their ability. This allows
students to enjoy and feel confident with Mathematics
encouraging engagement and motivation to meet high
expectations. Early in the year those students requiring extra
support are identified and appropriate provision is given.
Assessments are made termly to monitor progress. Homework
is set regularly to reinforce class work and encourage
independent learning.
To aid progress at home, we recommend use of study guides
and websites of the appropriate levels. Familiarising students
with their tables and everyday uses of Mathematics such as
units of measure and arithmetic calculations is also beneficial.
Asking students to explain what they have learnt is an
excellent way of consolidating understanding and involving
parents/carers in learning.
The course outline is:

Term 1: Introduction to algebra, including use of

negative numbers under the four basic operations.
Term 2: Transformation, use of all four quadrants. Area,
volume and nets of solids.
Term 3: Fractions, percentages and decimals.
Term 4: Measures, facts about polygons, angles,
construction, loci and bearings.
Term 5: Estimation, rounding and use of significant
figures. Number facts use of integers and primes.
Types of number.
Term 6: Probability and statistics.
15

Music
Music is a unique form of communication that enables
students to develop a wide range of transferable skills.
Collaborating and working with others as musicians as well as
adapting to different musical roles and respecting the values
of others is a vital part of the learning experience.
The course aims to promote enjoyment and develop interest in
music by engaging all students in composing, performing and
appraising. Students work individually, as a class, in pairs or
small groups on a wide range of practical activities. These
may include:
Singing as a class or in small groups, with some choosing to
further their ability and enjoyment in the schools choirs.
Playing pitched percussion, such as glockenspiels and
xylophones, keyboards and other relevant instruments,
with students who show ability and interest being
encouraged to play in the schools orchestras and bands.
Composing projects
Listening to the performance of music and analysing
aspects of its composition, often with reference to
appropriate notation.
Topics covered in Year 7 include Rhythm, Elements of Music,
The Orchestra, Musical Structures, Pentatonic Music and
Programme Music. All pupils will be introduced to the Treble
Clef and begin to develop their own notation skills.
Assessment is carried out regularly to promote good progress
and there is an emphasis on students monitoring their own
technical and creative skills. Peer assessment and selfevaluation form are encouraged alongside formal assessment
tasks once a term.
16

Philosophy and Religion

The curriculum is based on the North Somerset locally agreed
syllabus (a legal document followed by all local schools) and
national guidelines. The programme of study does not require
a religious belief and is not about teaching people to believe;
the fact that some students have religious beliefs, some are
atheist and some are indifferent is a reflection of society as a
whole. Students have the opportunity to discuss and reflect
on the belief systems of the six major religions, as well as a
range of ethical and topical issues, in a safe atmosphere in
which every view and belief is valued. The key skills of
empathy, analysis, interpretation and synthesis are
transferable skills which support all areas of the curriculum.
The Year 7 syllabus:

What is belief?
Code breaking.
What do people believe about God?
What happens when we die?
By what authority?
What does it mean to be human?

Physical Education
We aim to instil and encourage a positive approach to
Physical Education, with students enjoying healthy exercise
and learning about physical well-being and the need for
safety.
Students are introduced to new skills and activities as well as
the traditional games. Self-confidence, body awareness and
17

control are developed through individual performance, group

work and team play.
Autumn activities:

Girls: Fitness, swimming, netball

Boys: Rugby, swimming, gymnastics
Spring activities:
Girls: Hockey, gymnastics, team
games
Boys: Soccer, badminton, fitness
Summer activities: Girls: Rounders, tennis, athletics
Boys: Cricket, athletics, softball
Students are taught in ability groupings, promoting
differentiated teaching and learning. Talented students are
encouraged to represent school teams and are nominated for
District and County trials.

Science
Students are expected to:

Build on their scientific knowledge and understanding

from Key Stage 2 and make connections between
different areas of science.
Use scientific ideas and models to explain observations.
Understand a range of familiar applications of science.
Think about the advantages and drawbacks of
scientific and technological developments and
consideration of different opinions.
Safely carry out investigations of different types,
communicating methods, observations, conclusions
and evaluations.
Learn how scientists work and the importance of
experimental evidence in supporting scientific ideas.
Develop the use of ICT to research and communicate
ideas.
18

Content of science at Key Stage 3 - The course is modular

and topic based and will include the following topics:
Sc1- Scientific enquiry
Sc2 Life processes and living things
Variation and classification
Reproduction.
Environment and feeding relationships.
Microbes and health

Genes

Sc3 Materials and their properties

Acids and alkalis.
Simple chemical reactions.
Solids, liquids and gases.
Sc4 Physical processes
Light
Electrical circuits.
Space
The ideas are taught in a modular form at the end of which
they are assessed in the form of tests.

Spanish
The course in Spanish aims to develop pupils ability to
use the language effectively and to the best of their
ability using the four main language skills: listening,
speaking, reading and writing. We aim to promote
awareness and provide an insight into the culture and
people of the Hispanic World. Students learn to
communicate in Spanish through completing a range of
tasks with a real purpose. The course focuses on the
19

immediate world of the learner and covers the following

topic areas in Year 7:

Introducing yourself and exchanging personal

information
Family and personal descriptions
Pets
School

Assessment: During the year formal tests are given on the

skills of speaking, writing, listening and reading. Teachers
regularly evaluate and give feedback to students on
their progress.
Homework: Students are given a range of tasks involving
comprehension, writing or learning. They can expect
either one long task or two 15 minute tasks a week.
How to support learning: Students are expected to have
their own pocket Spanish dictionary we recommend
the Collins range. It is recommended that students bring
in their own headphones for computer room lessons. The
websites www.espanol-extra.co.uk and
www.linguascope.com (usernames and passwords from
teacher) are excellent for follow-up activities at home.

Spiritual, Moral, Social and Cultural Education

(SMSC)
Students wider education is important for us to develop
in order for them to become reflective and socially
responsible citizens who can make a valuable
20

contribution to their communities. Within tutor time

students will have the opportunity to discuss and reflect
upon relevant issues broadening their understanding of
world events and appreciating a range of different
cultural identities. Students also have a weekly assembly
which covers a range of topics for students to reflect
upon. Throughout many other lessons students are also
taught fundamental British values.
September 2015

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