zilongwang/ReadingBank huggingface dataset:
Weeks 3 4 5 6 7 8 9 10 11 iLearn Shinkansen Science Criteria A and D Look out Below Science Criteria B and C Shark Tank Inquiry Individuals & Societies Criteria A and B English Short answer comprehension Criterion A Narrative Assessment Criteria B, C, D (7T,7G, 7M, 7A, 7GT) Narrative story Assessment Criteria B, C, D (7W, 7H) Mathematics Operation Prime Criterion A Languages Indonesian Reading postcard - self introduction Criterion A French Phase 1 and 2 Speaking Criteria C and D Indonesian Writing a postcard reply Criteria C and D French Phase 2 Writing Criteria C & D Indonesian Speaking - getting to know someone Criteria C and D French Phase 1 Listening Criterion A Design Food Design Criterion D Art and Drama . Melodrama Performance Criteria B and C Music Extension Research Task Criteria A and D Theory Aural Assessment Criterion A Music General Research Task Criterion B Health & PE Net and Wall Games Criteria B, C, D Aquatic Rescue Criterion A
Subject Week 1 2 3 4 5 6 7 8 9 iLearn NAPLAN Liveable Cities Assessment (IAS A, C and D) Criterion D I &S Critical Thinking cane toad English Analysis Criterion A Poetry understanding Slam Poetry Criteria B and C Slam Poetry Criteria B and C Mathematics Angle Reflection – Tuesday 22 May Languages Phase 2 French Listening Phase 1 French Writing Crit C&D Indonesian (Crit C & D) Speaking test 2 French Reading Indonesian (Crit A) Listening test Phase 1 French ATL research La Résistance D&T Food Criterion D Burger Evaluation Art/Drama Criteria B and C Melodrama Performance Criteria A and D Melodrama Written Reflection Ext Performance Task (Criteria B and D) Composition Task (Criteria C and D) Music General Performance Task (Criteria B and D) (In class - over 2 weeks) Composition Task (Criteria C and D) Music Literacy Test (Criterion A) Health & PE Gymnastics (Crit C & Di) Winter Evasion Games (Crit C) Design – Materials Criterion C: Creation work Criterion B: Developing Ideas (2nd rotation)
Introduction The curriculum at Thornlie Senior High School for students in Year 7 is designed to specifically serve the needs of young adolescents. It is the aim of Thornlie Senior High School that every student has the opportunity to succeed academically so that when they exit secondary school they are literate, numerate, and educated/trained sufficiently well to enable them to take their place in our society as responsible and productive citizens. Thornlie Senior High School strives to foster a caring educational environment based on cooperation, and mutual respect while endeavouring to engage and stimulate students in an ever changing world. This booklet serves to provide a summary of the curriculum offered by each Learning Area in Year 7. While it is not practical to outline the full curriculum in this booklet, students and parents are encouraged to contact the Head of Learning Area if more detail is required. Should you have any questions regarding courses and curriculum please contact the school on 9376 2100 during school office hours (8.00 am – 4.00 pm) Year 7 Course Selection for 2018 Contents Curriculum Requirements for Year 7 4 The Arts: 5 English: 6 Health & Physical Education: 7 Humanities & Social Sciences: 8 Languages: 9
Assessment is based on actual rate of progress against expected rate of progress as follows: Working below (WB) On track (OT) Working above (WA) The below shows the rate of progress made by all students starting with a scaled score in mathematics of 99 or below following intervention: Starting level 81 83 84 85 87 88 89 Number of students 1 2 1 1 2 4 3 Progress 100% WB 100% WB 100% OT 100% WB 50% WB 50% OT 100% WB 33.3% WB 66.6% OT Starting level 90 91 93 94 95 96 97 98 99 Number of students 6 2 5 4 3 3 11 10 16 Progress 50% WB 50% OT 100% WB 40% WB 60% OT 75% WB 25% OT 66.6% WB 33.3% OT 66.6% WB 33.3% OT 9% WB 82% OT 9% WA 20% WB 70% OT 10% WA 6% WB 94% OT The below shows the rate of progress made by all students starting with a scaled score in English reading of 99 or below following intervention: Starting level 80 82 83 85 86 87 88 89 Number of students 1 2 2 1 3 2 3 5 Progress 100% 100% 50% 100% 33.3% 100% 33.3% 80%
4. including how to observe, interpret and record cell structure using a light microscope Correctly set up a microscope to view a slide successfully and safely. Describe how to safely use a microscope. Draw an image they have observed using a microscope. Explain why a microscope must be used to view Give examples of cells that show there is a variety of different size and shape cells. Estimate the size of very small objects. Make a slide. Explain how Scientists can use different lenses to produce more and less magnified images Calculate actual size from a microscopic image 5. The similarities between plant and animal cells Describe the typical animal and cell models. Describe that most animal cells have a nucleus, cytoplasm and cell membrane. Describe that plant cells have a nucleus, cytoplasm, cell membrane, cell wall, vacuole and, in green cells, chloroplasts. Identify a typical cell as being 3-D. Make the shape of a typical cell as 3-D. Explain why cells have chloroplasts and cell walls. Explain why cells have a vacuole Compare and contrast animals and plants explaining why they need to have different cell organelle. 6. the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts the role of diffusion in the movement of materials in and between cells State the components of the cell that perform specific functions. Match the components with their functions. Identify the characteristic features that nearly all cells share – membrane, cytoplasm and nucleus. Identify chemicals that need to go into cells and chemicals that need to leave cells. Describe the specific functions that the components of the cell perform. Name and describe some examples of specialised cells. Explain how chemicals can move in and out of cells. Explain how they are specialised to carry out their specific functions. Explain the term diffusion
Explain how energy is transferred through a food web. To explain how organisms within a habitat can be linked together in food chains/food webs. To explain how population numbers can change over time, as a result of both seasonal changes and predator/prey relationships Describe the effect of change in insect population on the interdependence of organisms Explain why the amount of energy passed on at each trophic decreases 14. how organisms affect, and are affected by, environment, including the accumulation of toxic materials Identify that energy flows through a food chain Identify adaptations of organisms within an ecosystem and explain how it helps them to survive Explain how toxic materials might spread through the organisms within an ecosystem Explain why the amount of energy passed on at each trophic level decreases Explain what is meant by bioaccumulation
Day 2 – Action Planning – “I AM Unstoppable…..i am unstoppable!” What are my greatest opportunities in the future? (If it' isn’t “Oh Yeah!!!” then it’s a “No”) What opportunity will I commit to? Why? (Why must come before How) How will I measure success? (What gets measured gets done) Set S.M.A.R.T around the “One Thing” (Specific, Measureable, Actionable, Realistic & Timebound) Lead Goal (Actionable Lag Goal (Goals that are a result of Lead Goals) Massive Action Plan ~ What are all the things I “Can” do to reach this goal? What’s the “One Thing” such being done, that makes everything else easier or unnecessary? "Who" do I need to make this happen? (Team)
What is long-form improvisation? FANTASY WORLD Find and circle all of the words that are hidden in the grid. The remaining 29 letters spell the name of a popular fantasy book ARCHERS ARMOR ARROWS AXE BARD BLACKSMITH BOW COURT CRYSTAL BALL DRAGON DWARF ELF EVIL FAERIES GOBLET GOLD GOOD HEADSMAN KING KNIGHT LORDS MAGIC MARKET MINOTAUR MOUNTAINS PALACE POTION PRINCESS SHIELD SILVER SWORD THRONE UNICORN VILLAGE WAGON WAND WIZARD WRAITH
Story telling through sound FX Many times in telling a story it is helpful to have some live effects to make the story come to life. In this project, you will be using a group of sound effects to tell the story to the audience. Write your story and anytime you use one of the words below, circle it. When you read your story, you will hear a noise for all of your circled words. Words to use: Chicken Cricket Tractor Cow Tree Falling Wind Chimes Birds Dinner Bell Wind Bees Laugh Stream Horse Splash Goat Rooster Sheep Baby Pig
ASTIN, Sean BLOOM, Orlando BROSNAN, Pierce BUSCEMI, Steve CAGE, Nicolas CONNERY, Sean CROWE, Russell CRUISE, Tom DAFOE, Willem DE NIRO, Robert DIESEL, Vin DOWNEY JR, Robert DREYFUSS, Richard DUVALL, Robert EVERETT, Rupert FERRELL, Will FIENNES, Ralph FREEMAN, Morgan GERE, Richard GOSLING, Ryan HANKS, Tom HARRELSON, Woody HOFFMAN, Philip Seymour HOWARD, Terrence HURT, William JACKSON, Samuel L. JONES, Tommy Lee KEATON, Michael KILMER, Val LABEOUF, Shia MAGUIRE, Tobey MARTIN, Steve MORTENSEN, Viggo MYERS, Mike PATTINSON, Robert PENN, Sean REYNOLDS, Ryan ROGEN, Seth RUDD, Paul SMITH, Will STALLONE, Sylvester STEWART, Patrick VAUGHN, Vince WILKINSON, Tom WILLIAMS, Robin WILSON, Owen
Curriculum Plan for Parents – Year 7 Subject French Contact Person Mr. A. Ward Half term and topic Your child will learn.... Key Homework Assessment Autumn 1 Personal information Greetings Saying your name Using the pronouns je and tu Alphabet The indefinite article un/une Counting up to 31 Using two key verbs avoir and être Describing height Describing eye colour, hair colour and Describing personality using a variety of adjectives and connectives Describing yourself and others Saying your age Saying when your birthday is Giving the date The definite article – le/la Making adjectives agree with nouns Asking questions Introduction to the idea of reflexive verbs How to form a negative sentence Using quantifiers Using conjunctions Using opinion phrases Colours key vocab Paragraph describing yourself Learning how to form negatives vocab for eye colour and hair colour/style. ‘Wanted’ poster Autumn 2 Family details Talking about brothers and sisters More practice of the verb avoir (full conjugation) Talking your family Using the possessive adjective: mon, ma, mes Talking about your pets Plurals Describing yourself and others School objects Understanding singular adjective agreements Understanding plural adjective agreements Using key verb il y a and il n’y a pas de Learn vocab for family Paragraph about your family Learn vocab for pets Paragraph about your pets November/December Reading Grammar Translation Spring 1 Your home Talking about where people live Using the je and tu forms of the verb habiter Rooms in the house Floors of the house Learn vocab for house Paragraph to describe your house Mid-year exams Listening Reading Writing
Emotional and Epic Simple Sharon Creech – Heartbeat Frank Cottrell Boyce - Millions Average Bali Rai – (Un)Arranged Marriage Kevin Crossley Holland – Gatty’s Tale Mary Hooper – At the Sign of the Sugared Plum Tanya Landman – Apache: Girl Warrior Challenging J. G. Ballard – Empire of the Sun Gudrun Pausewang – The Last Children Something different? Simple David Almond – Skellig, Clay Lincoln Peirce – Big Nate, the Boy with the Biggest Head Mal Peet – The Penalty Average Louis Sachar - Holes John Van De Ruit - Spud Catherine MacPhil – Grass Challenging Sue Townsend – The Adrian Mole series Melvin Burgess – Junk
Douglas Adams, Richard Adams, David Almond, Simon Armitage, Bernard Ashley, Jean M Auel, Malorie Blackman, Alan Bennett, Henrietta Branford, Charles Causley, Brian Clark, Frank Cottrell Boyce, Berlie Doherty, Ann Duffy, Alan Garner, Alan Gibbons, Morris Gleitzman, Willis Hall, Adrian Henri, Susan Hill, Anthony Horowitz, Janni Howker, Jackie Kay, Elizabeth Laird, Joan Lingard, McGough, Michelle Magorian, Jan Mark, Adrian Mitchell, Michael Morpurgo, Brian Patten, Peter Porter, Philip Pullman, Celia Rees, Philip Reeve, Michael Rosen, Willy Russell, Louis Sachar, Marcus Sedgewick, Smith, Robert Swindells Robert Westall. “The books transported her into new worlds and introduced her to amazing people who lived exciting lives. She went on olden-day sailing ships with Joseph Conrad. She went to Africa with Ernest Hemingway and to India with Rudyard Kipling. She travelled all over the world whilst sitting in her little room in an English village.” Roald Dahl, Matilda
As Canadians we have common values and beliefs in our approaches, ie. medical care, education, religion, arts, etc. that is different from worldviews from other countries. Due to ’s size, our worldview may change slightly if you live on the East , or . It may be slightly different again if you are aboriginal (oral traditions, ties to the land) vs francophone (religion, language and education rights) vs Anglophone. is multicultural and immigrants their worldview with them to , as they become part of Canadian society, they begin to understand and adopt our values and beliefs. ELEMENTS OF SOCIETY AFFECTED BY WORLDVIEW Social systems – organization and relationships among people, such as the types of education, medical and social services a society provides Political and economic systems political system relates to the way government is organized, the role of citizens in gov’t, and rights to citizens economic systems relate to methods by which people produce and distribute goods and services they need Culture – way of life of a of people, including language, rules of behaviour, religion, spirituality, arts, literature, sciences, traditions, and other everyday aspect of life 1. What are the elements of society affected by worldview: _______________________________________________ _______________________________________________ _______________________________________________ FACTORS AFFECTING WORLDVIEW Different factors influenced and caused changes in the societies and their worldview: Geography – where a group of people live, the climate, land formations, plants and animals, bodies of water, and natural resources Ideas and knowledge – what a group knows; scientific, intellectual, technological, artistic, and spiritual knowledge Contact with groups – contact and interactions between societies and between different groups in a society Worldview is usually a gradual change over time based on the above factors but it also can be unexpected, earth shattering event that shakes society and causes citizens to examine their worldview. Example: twin towers, BSE
Subject – Geography, 7.2 Map Skills Cartographic Skills Knowledge of place M Use maps and atlases with longitude, latitude and grid references to locate a range of features, describe places and plot features with accuracy. Describe the location of places and their significant features. Describe cultures in different parts of the world. S Use an atlas and longitude and latitude to locate some information and plot physical and human features with accuracy. Describe the location of places in the local area and describe local features. D Use an atlas and to locate some basic information and plot physical and human features with some accuracy. Give a basic description of where places are located and recall some facts about that place. M – Mastery of a topic | S – Secure with the topic | D – Developing knowledge of the topic
Subject – Geography, 7.3 UK Geography Synoptic Skills Knowledge of place M Contrast issues from human and physical geography to explain which is more significant. Describe the location of places and their significant features. Describe cultures in different parts of the world. S Categorise topics into human and physical geography. Describe the location of places in the area and describe local features. D Categorise topics into and physical Geography. Give a basic description of where places are located and recall some facts about that place. M – Mastery of a topic | S – Secure with the topic | D – Developing knowledge of the topic
Subject – Geography, 7.6 Rivers Cartographic Skills Knowledge of place Physical Processes M Use maps and atlases with longitude, latitude and grid references to locate a of features, describe places and plot features with accuracy. Describe the location of places and their significant features. Describe cultures in different parts of the world. Explain how physical processes, such as the weather, affect our lives. Describe a range of physical processes such as erosion with the aid of accurate annotated diagrams. S Use an atlas and longitude and latitude to locate some information and plot physical and human features with accuracy. Describe the location of places in the local area and describe local features. Explain how physical processes, such as the weather, affect our daily lives. Describe physical processes such as erosion. D Use an atlas and to locate some basic information and plot physical and human features with some accuracy. Give a basic description of where places are located and recall some facts about that place. Describe how some physical processes, such as the weather, affect our daily lives. Describe simple physical processes such as erosion. M – Mastery of a topic | S – Secure with the topic | D – Developing knowledge of the topic
Year 7 home learning timetable overview 7LI Week 1 Week 2 English Reading English Maths Science History Technology Languages Arts Rotation English Reading English Maths Science Religious Education Computing Geography 7BR Week 1 Week 2 English Reading English Maths Science Languages Computing History Technology English Reading English Maths Science Arts Rotation Religious Education Geography 7DH Week 1 Week 2 English Reading English Science Arts Rotation Geography History Technology English Reading English Maths Science Languages Computing Religious Education 7MM Week 1 Week 2 English Reading English Maths Science Arts Rotation Religious Education Languages English Reading English Maths Science Geography History Computing Technology
7TC Week 1 Week 2 English Reading English Maths Science Arts Rotation Religious Education Geography Languages English Reading English Maths Science Computing History Technology 7HA Week 1 Week 2 English Reading English Maths Science Geography Technology Religious Education Arts Rotation English Reading English Science Computing History Languages 7MO Week 1 Week 2 English Reading English Maths Science Technology Arts Rotation Languages Religious Education English Reading English Maths Science Computing Geography History 7MI Week 1 Week 2 English Reading English Science History Arts Rotation Technology English Reading English Maths Science Religious Education Computing Languages Geography
Week 1 Due: Tuesday 11/09/18 Reading For 45 Minutes You need to in proof that this has been completed in your reading log with a comment on what you have enjoyed about it. Challenge: Read something that you not normally read. Week 2 Due: 18/09/18 Create a mind map that looks at the main character. Focus on: Their appearances How they act How they treat others Other people’s opinions on them Week 3 Due: 25/09/18 Spelling test Novel Genre Cliff-hanger Illustration Vocabulary Protagonist Literature Author
Week 4 Due: 02/10/18 In preparation for your assessment, revise implicit and explicit information. Create a revision sheet with key language techniques and their definitions. Challenge: Create examples of these techniques. Week 5 Due: 09/10/18 Reading For 45 Minutes You need to bring in proof that this has been completed in your reading log with a comment on what you have enjoyed about it. Challenge: Complete a reading quiz on your book. Week 6 Due: 16/10/18 Write a summary of the play focusing on key plot moments and characters Challenge: include quotes from the novel. English – Year 7 – Homework Tasks – Autumn 1 -2018
A B C D E Effort – Sem One 5 4 3 2 1 Knowledge and understanding of Digital Technologies Part A Defining & Evaluating Coding Concepts Part B Collecting samples of Work and uploading them to Seesaw (a safe online App) Part C Understanding of the use of digital systems represent simple patterns in data in different ways Following, describing and representing a sequence of steps and decisions needed to solve simple problems. Collaborating and Managing Communicate clearly the meaning of an algorithm and the purpose of using Seesaw and Kodable Apps. (Using technical language) Design and find solutions to simple algorithms using a sequence of steps and decisions (without any errors). Independently without any error upload and share work sample using Seesaw (a safe online App). A Communicate clearly the meaning of an algorithm and the purpose of using Seesaw and Kodable Apps. (Using some technical language) Design and find solutions to simple algorithm a sequence of steps and decisions. Q2a, 2b. Independently upload and share work samples using Seesaw (a safe online App). B Communicate clearly the meaning of an algorithm and the purpose of using Seesaw and Kodable Apps. Q.4 & 5 Design a solution to a problem using a sequences of steps and decisions (Q1, 2, 3a, 3b). Uploads and share work samples using Seesaw (a safe online App). C With guidance can communicate some aspects of the meaning of an algorithm and the purpose of using Seesaw and Kodable Apps. Identify variables of a single coding sequence. Guided assistance required when uploading and sharing work samples using Seesaw (a safe online App). D Can only identify some aspects of the meaning of an algorithm and the purpose of using Seesaw and Kodable Apps. Identify some variables of a single coding sequence. Teacher direction required when uploading and sharing work samples using Seesaw (a safe online App). E
Week beginning: 26 2018 Answer the following in full sentences: What is a pressure group? What does the word ‘national’ mean? What does the word ‘international’ mean? What does stand for? What is the ‘golden rule’ in Christianity? What is Greenpeace? What is meant by human rights? Give some examples of what Amnesty International do. What is Pax Christi? Give some examples of the causes of war. Read the following statements. Give reasons why people agree, why people disagree and your own opinion. This should be written in full sentences. ‘Every man, woman and child can make a difference to this planet. We all have a responsibility to preserve and protect the planet’. ‘All animals on planet on Earth deserve to be protected.’
Which is an example of the build-up of static electricity? Lightning Electromagnets Friction What will happen to two objects with the same static charge? They will attract They will repel Nothing What will happen to two objects with the opposite static charge? They will repel Nothing They will attract What happens to an atom if it loses an electron? It becomes positive It becomes negative It stays neutral Which part of atoms cause static electricity? Neutrons Electrons Protons What machine is used by teachers to show static electricity? Quadrat Bunsen burner Van de Graaff generator Static electricity produces what type of force? Non-contact Contact Non-touching What needs to be done to this circuit so that the lamp lights up? Close the switch Add another lamp Add a cell and close the switch What component does this circuit symbol represent? Cell Voltmeter Resistor
The neutron, N What can we say about the forces on an object that is not moving? There must only be one force acting on it The forces must be balanced It must be very heavy The arrows in this diagram represent the sizes of forces acting on a stationary tennis ball. What will happen to the tennis ball? It will stay still It will start to move upwards It will to move downwards What happens to the air resistance on a car as the car goes faster? It decreases It stays the same It increases Gravity is an example of what? A contact force An un-contact A non-contact force What store of energy does friction always produce? Heat Light Gravitational potential Why does an astronaut weigh less on the Moon than on the Earth? The Moon has no atmosphere The Moon has no gravity The force of gravity is weaker on the surface of the Moon than on the surface of the Earth What is the weight of a 20kg box on the 2 N 20 N 200 N Quiz Score: /10 Physics – Space – Key Points You can see satellites, the International Station, the Moon, comets, meteors, planets, stars and galaxies in the night sky.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Art Drawing techniques Printing Techniques Colour Pop Art Environment Expressive colour Design Technology Structure ”It needs to be strong” Product Design “Time races on” Textiles “ Mad Monsters or what” Systems and Control “Total Control” Product Design “Hot casting” Catering “Eating well” Eyam Eyam Bullying Bullying Evacuees Evacuees English Prose Text Post 1914 Novel – Narnia / Skelling Newspapers Shakespeare – Midsummer Night’s Dream Poetry – different forms Victorian stories Our day out French Myself and Others School Hobbies Home town Holidays Paris Geography Images of a country China Ecosystems Desert Disaster Flooding in York and Bangladesh Fantastic Places Geographical enquiry One Child Policy and 2 or more! Local Enquiry Autumn 1 Questioning Autumn 2 Active Listening Spring 1 Communication Spring 2 Research Summer 1 Planning Summer 2 Team Work History Britain before 1066 – a quick history 2 Battles, 3 Kings; Why was 1066 such an eventful year? Medieval life Who was the top Tudor – Henry VII or Henry VIII? Elizabethan England – a golden age? I & Charles I Computing Getting to Know Ewe Web Aware Web Design Catch the critters! Micro:bit Super heroes Maths Problem Solving Mental Arithmetic Maths Magic History Maths money Management Probability Music Carnival of the animals Graphic Score Rhythm Orchestra Sixteen Bar Melodies Music Project PE The importance of a healthy active lifestyle. Planning and delivering a warm up and Tactical demands to outwit opponents. Explore a range of Dance and Gymnastic Olympic Values and Traditions. Begin to take a leading role when working
cool down to peers. themes to produce a final production. in small groups. Autumn 1 Questioning Autumn 2 Active Listening Spring 1 Communication Spring 2 Research Summer 1 Planning Summer 2 Team Work PRCE Personal Wellbeing Does it make sense to believe in God? Judaism The Empty Tomb –A Cold Case My Place in the World - Careers Pilgrimage Project Science Introduction to science, cells and particles Energy and practical Elements & compounds and space Animal &plant reproduction and a chemical reactions Electricity and Magnetism Differences Spanish All about me My Brothers, Sister and Pets Hobbies School Food and Drink Fiesta
Summer 2 Probability Revision of all topics Introduction to probability; understand and use the probability discuss the likelihood of particular events using correct mathematical terminology; use simple fractions and decimals to describe probability; Homework will be set once each week to consolidate learning and provide challenge to promote independent thought. (Homework may be revision in the run-up to a test). June – formal end-of-year exams on all topics covered during the year (calculator and non-calculator assessments)
included in the poem because Saxons need oral poems to protect their histories and as an early form of propaganda. They are thought to be a safe place where light, warmth, food and drink were available and singing, storytelling and celebrating took place. When Grendel attacks the mead hall, it is an attack on the tribe’s safety. Unferth Danish warrior who’s jealous of Beowulf, but who gives him his sword. Wyrd An Anglo Saxon concept, similar to fate or destiny. Beowulf’s story is ruled over by Wyrd. Banquets Feasts of celebration. A typical feature of Anglo Saxon tales and societies. The great banquet at Heorot after the defeat of Grendel represents the restoration of order and harmony to the Danish people Aeschere Hrothgar’s trusted advisor. Warrior culture A society in which strong Anglo Saxon kings demanded bravery and loyalty from their warriors. In return, the warriors received some of the treasures won in war. Kenning A short metaphorical description of a thing used in place of the thing’s name. A ship might be called a “sea-rider,” the sea might be called the or a king a “ring-giver.” Grendel A monster who terrorises the Danes. Alliteration The repetition of consonant sounds. As Anglo-Saxon poetry existed in oral tradition long before it was written down, alliteration helped ‘scops’, or poets, remember the thousands of lines they were required to know by heart Grendel’s mother A hag. Wiglaf Beowulf’s kinsman who helps Beowulf kill the dragon.
World continents: America 2.South America 3.Europe 4.Asia 5.Africa 6.Australia 7.Antarctica World Oceans: Ocean Ocean Indian Ocean Arctic Ocean Ocean 1.England – London 2.Wales – Cardiff 3.Scotland - Edinburgh 4.Northern Ireland - Belfast South
Product Construction Evaluation M I can work independently to construct my product after watching demonstrations. I fully understand what the right side of the fabric is, what raw edges are and how this affects the construction. Sewing lines are straight as my hand tacking was effective in holding all pieces of the purse together. I have pivoted on all corners on the sewing machine and trimmed all excess edges. I continually review and reflect on my work throughout the project. I make improvements to my outcome by recognising when I have made a mistake or if something doesn't look right and correcting it. My final written evaluation is detailed and justifies all decisions that I have made. S My product is constructed correctly when reminded of the processes for making. There are no raw edges showing and the ends of the zipper are enclosed within the purse. I identify some technical problems as they arise and ask for support to correct them. Sometimes I will change techniques that I am using if they are unsuccessful. My final written evaluation describes successes and areas for improvement in my work. D My product is mostly complete, with support I have followed the correct stages of making. If problems are identified with my product, I correct them with support. I am able to describe the tools, techniques, processes and materials used to make my product, and what I like about my final outcome. Subject – Textiles, Year 7 M – Mastery of a topic | S – Secure with the topic | D – Developing knowledge of the topic
YEAR 7 – THEME 2 – AU COLLEGE My level at the start of the theme My target level for the end of the theme The level I achieved Oracy Reading Writing SETTING MY TARGETS FOR THIS THEME SKILL Assessment for this skill in this theme will be: WHAT DO I NEED TO DO TO ACHIEVE MY TARGET? Oracy a listening assessment Reading a reading assessment Writing a piece of writing where I write about school.
Name year 7 Score /100 20 15 10 5 Graphics - clarity Graphics are all in and the content easily identifies from 2 metres away Most graphics are in focus and the content easily viewed from 1.5 metres away Graphics are in focus and content identifies from 1 metre away Graphics are not clear or are too small Required elements Display includes all required elements as well as additional information Display includes all required elements Display includes all but 1 of the required elements Display is missing several required elements Content At least 7 facts are included 5-6 facts are displayed 3-4 facts are displayed Less than 3 facts are included Attractiveness Banner is exceptionally attractive in design, layout and neatness Banner is attractive in design, layout and neatness Banner is mostly attractive though it may be a bit messy Banner is distractingly messy or poorly designed. It is not attractive. Use of class/ personal time Used time well. Focused on getting the project done. distracted others Used time well. Usually focused on getting the project done nor distracted others Used some of the time well. Some focus on getting the project done but occasionally distracted others Did not use time to on the project and often distracted others.
Year 7 Welcome and Information Evening – Reply Slip Please Print Name of Child: ……………………………………………………….Form:…………………… I/We will/will* not be attending (Please delete as appropriate) Name of Parent/Guardian:……………………………………………………………………… Number of parents/guardians attending: ……………........ Please return to the Form Tutor. Thank you
Year 7B Math’s Overview Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Autumn Number: Value Number: Addition and Subtraction Geometry: Shape Number: Place Number: Addition and Subtraction Spring Time Place Value Number: Addition and Subtraction Measures: Length and Height Number: Multiplication and Division Number: Fractions Summer Number: Value Number: Four Operations Measurement: Money Measurement: Weight and Volume
Science Year 8 Test Target for Year 8 is: Working Towards Target At Expected Target Above Expected Target Test grade UNIT 1 Earth 1 Overall unit performance FFL: Meeting behaviour for learning standards Actively engaged in the learning Regularly complete HWK to a high standard Completing CWK to a high standard Is a resilient learner ‘Doesn’t give up easily’ Achieved: Working Towards Target At Expected Target Expected Target Test UNIT 2 Waves 1 Overall unit performance FFL: Meeting behaviour for learning standards Actively engaged in the learning Regularly complete HWK to a high standard Completing CWK to a high standard Is a resilient learner ‘Doesn’t give up easily’ Achieved: Working Towards Target At Expected Target Above Expected Target Test grade UNIT 3 Forces 1 Overall unit performance FFL: Meeting behaviour for learning standards Actively engaged in the learning Regularly complete HWK to a high standard Completing CWK to a high standard Is a resilient learner ‘Doesn’t give up easily’ Achieved: Working Towards Target At Expected Target Above Expected Target Test grade UNIT 4 Reactions 1 Overall unit performance FFL: Meeting behaviour for learning standards Actively engaged in the learning Regularly complete HWK to a high standard Completing CWK to a high standard Is a resilient learner ‘Doesn’t give up easily’ Achieved:
Working Towards Target At Expected Target Above Expected Target Test grade UNIT 5 Waves 2 Overall unit performance FFL: Meeting behaviour for learning standards Actively engaged in the learning Regularly complete HWK to a high standard Completing CWK to a high standard Is a resilient learner give up easily’ Achieved: Working Towards Target At Expected Target Above Expected Target Test grade UNIT 6 Organisms 1 Overall unit performance FFL: Meeting behaviour for learning standards Actively engaged in the learning Regularly complete HWK to a high standard Completing CWK to a high standard Is a resilient learner give up easily’ Achieved: Working Towards Target At Expected Target Above Expected Target Test grade UNIT 7 Reactions 2 Overall unit performance FFL: Meeting behaviour for learning standards Actively engaged in the learning Regularly complete HWK to a high standard Completing CWK to a high standard Is a resilient learner ‘Doesn’t give up easily’ Achieved: Working Towards Target At Expected Target Above Expected Target Test grade UNIT 8 Forces 2 Overall unit performance FFL: Meeting behaviour for learning standards Actively engaged in the learning Regularly complete HWK to a high standard Completing CWK to a high standard Is a resilient learner give up easily’ Achieved:
Weeks 2 3 4 5 6 7 8 9 10 11 English Creative Writing Task Criteria C and D Creative Writing Criteria B, C, D Maths Magic Squares Criterion B Number Test Criteria A and C Individuals and Societies Museum Display Criteria A, B, C Science Reflecting on the impacts of Science Criterion D Using Knowledge Criterion A French Oral Criteria C and D Oral Criteria C and D Reading Criterion B Listening Criterion A Indonesian Reading Test Criterion B Writing Test Criteria C and D Speaking Test Criteria C and D Drama Performance Criteria B and C Reflection Criteria A and B Visual Arts Hand Sculpture and workbook Criteria A, B, C, D Music General Research Presentations Criteria A (Weeks 4-7) Research Presentations Criteria A 4-7) Research Presentations Criteria A (Weeks 4-7) Research Presentations Criteria A (Weeks 4-7) Performance Task Criterion B Specialist Research Presentations Criterion A Solo Performances Criterion B Health & PE Swimming Criterion C Fitness Criteria A, B, D Food Design Criterion A Criterion B Product Design Inquiring & Analysing Criterion A Developing Ideas Criterion B
Digital Design Inquiring & Analysing Criterion A Developing Criterion B Process Engineering Inquiring & Analysing Criterion A Developing Ideas Criterion B Wood Design Inquiring & Analysing Criterion A Developing Ideas Criterion B Metal Design Inquiring & Analysing Criterion A Developing Ideas Criterion B
Autumn Term Coasts The Jurassic Coast Field trip to Lulworth Cove and Durdle Door What makes people British? Why do People migrate? Spring Term What is the role of the European Union? A study of an EU MEDC – Italy Antarctica – An environmental enquiry Summer Term Why should we be concerned about the world’s resources? History Autumn Term Why were Europeans mad about Empires? How would the Spaniards describe the Aztecs to their friends back in Europe? Research Aztec War/ wealth / Religion Why did the Spanish Armada fail? Collect the evidence Reasons for Spanish defeat Elizabethan portraits When and why did King Charles I lose control? Causes of the English Civil War Execution of Charles I Royal Rollercoaster Put your ruler in the Hot seat Spring Term Why did the British want an Empire? How great was the British Empire Why did they emigrate to America? Newsround meets the Pilgrim Fathers How did the Atlantic slave trade work? Middle passage & Life on the plantations Why the slave trade should be abolished?
3. W.C. 25.6.18 27th June - Parent workshop and book look 29th June - Sports Day - EYFS/ KS1 Costume - sewing Sell tickets and bean recipe books/cooked items Literacy - programs Numeracy - Money Topic Focus: IT? DT: Sewing, props PE: Indoor and Outdoor Athletics Literacy - invitations - exemplification PE: Outdoor and adventure activities DT - sewing costumes Art - designing ( work on a range of scales) 4. W.C. 2.7.18 Prop design Dress rehearsals Outcome: Costumes and props Literacy - programs Numeracy: Time Topic Focus: DT; sewing, props PE: Indoor and Outdoor: Athletics Sandwells YARCS Sandwells Maths - exemplification Literacy - invitations PE: Outdoor and adventure activities Art: painting 5. W.C. 9.7.18 Our Show - 12th / 13th July Final Show? Outcome: Final Show Literacy - poem Numeracy: Time Focus: PE: Indoor and Outdoor: Athletics YARCS Sandwells YARCS Sandwells Literacy - poem Maths - exemplification PE: Outdoor and adventure activities 6. W.C. 16.7.18 End of year assessments (Sandwells, Outcome: Individual evaluations of the year Literacy - poem Numeracy: Consolidation - games Topic Focus: PSHCE Cooking: Celebration food? PE: Indoor and Outdoor: Games/dance party YARCS Sandwells YARCS Sandwells Literacy - poem (link transition) PSHE - what have I achieved? Personal goals/transitions PE: Outdoor and adventure activities Week 1 2 3 4 5 6 - over half-term holidays 7 8 9 10 11 Show week Homework Task Ticket design - winner will be chosen half term Costumes for next few weeks
Curriculum Plan for Parents – Year 8 Subject French Contact Person Mr. A. Ward Half term and topic Your will learn.... Key Homework Assessment Autumn 1 Free time and hobbies Sports Weather Full conjugation of –ER verbs Using opinion verbs + infinitive Use of prepositions à and de after jouer and faire Introduction of negative ne…plus Introduction of quand and s’il + weather + activity Introduction of complex structure au lieu de + infinitive Introduction of complex structure avant de + infinitive Full conjugation of irregular verbs aller, faire, lire and sortir vocab for hobbies and weather Paragraph to describe what you do in your free time Autumn 2 Free time and TV Types of TV programmes When you watch them and at what time À + …….heures Full conjugation of verb regarder Using opinions phrases, quantifiers and adjectives Using adverbs of time and frequency Learn vocab for TV programmes Paragraph to describe what kind of programmes you like / watch November / December Listening Reading Writing Spring 1 In town Introduction to cardinal points Countries and prepositions à/en/au/aux Use of key verbs to say what there is / is not in your town Position and agreement of adjectives Reinforce basic opinions Reinforce more complex opinions Learn vocab to describe what there is in your town Paragraph describing what there is in your town Mid-year exams Listening Reading Writing Spring 2 In town Asking for directions Use of pour aller à/au/à la/ aux…? Use of imperatives to give directions Location of places in town Revisit prepositions to describe location in town Introduction of immediate future Using sequences of tenses si + present + future Learn vocab for location of places in town Paragraph describing your town Paragraph describing what you are going to do next weekend Summer 1 Holidays Countries Languages and nationalities Where you go on holiday and why Where you stay and why Learn vocab for countries + nationalities
Nepal – Afghanistan – Lebanon – Russia – Philippines – Iraq – Israel – Thailand – Caribbean Why not try…… Elizabeth Laird Morris Gleitzman William Sutcliffe Isabelle Allende Deborah Recommended The Wall – William Sutcliffe (Palestine/Israel) Across the Nightingale Floor- Lian Hern (Japan) Book – Marcus Zusak (Germany) My Family and Other Animals – Gerald Durrell (Greece) Ghost Hawk – Susan Cooper (USA) Salmon Fishing in the Yemen – Paul Torday (Yemen) The Constant Gardener – John Le Carre (Kenya) She is Not Invisible – Marcus Sedgewick (USA) A Passage to E. M Forster (India)
Science 8.1 Food Science 8.2 Electricity and Magnetism 8.3 Periodic Table 8.4 Cellular Reactions 8.5 Waves 8.6 Forces 8.7 Human Body Students should reflect on topics covered this year and use their exercise books as a revision resource. Key words and processes need to be focussed on using index cards or mind maps to structure revision. KS3 BBC Bitesize CGP KS3 Revision Guide SAM Learning Quizlet Click on link below to find revision list: Spanish Free time activities, describing friends and family, town and local area, a past holiday. Present, past and future tenses. Students should use class work and exercise books to review what they have learnt this year. They should go through previous assessments and use targets in books to guide revision. Students' exercise books. username: school username +01 password: Gillotts123 Students select Viva 1 & 2
Year 8 RELIGIOUS EDUCATION Test 2012 Answers Question number Category Number key 1 2 D 2 4 B 3 1 C 4 1 A 5 1 B 6 3 B 7 4 C 8 4 B 9 4 D 10 4 A 11 1 C 12 1 A 13 5 A 14 1 B 15 1 B 16 5 D 17 2 D 18 2 B 19 2 B Question number Category Number key 20 3 A 21 3 D 22 2 D 23 2 A 24 3 A 25 3 A 26 5 C 27 1 C 28 4 D 29 4 A 30 2 D 31 2 C 32 3 C 33 5 D 34 3 C 35 1 A 36 2 B 37 4 C 38 4 B Question number Category Number key 39 4 A 40 3 D 41 3 B 42 5 A 43 5 D 44 5 A 45 5 A 46 3 C 47 2 C 48 1 A 49 5 D 50 5 C Code for categories: 1= Strand A 2= Strand B 3= Strand C 4= Strand D 5= Strand E
Year 8 RELIGIOUS EDUCATION Test 2015 Answers Question number Category Number key 1 4 B 2 4 A 3 5 D 4 4 D 5 4 C 6 1 C 7 2 D 8 1 B 9 1 B 10 3 C 11 1 A 12 3 A 13 1 C 14 3 B 15 2 B 16 5 D 17 1 D 18 1 A 19 4 A Question number Category Number key 20 5 B 21 3 D 22 2 B 23 4 C 24 1 B 25 3 C 26 1 B 27 3 B 28 2 D 29 2 D 30 4 A 31 4 B 32 2 D 33 3 A 34 5 B 35 5 B 36 2 C 37 3 C 38 2 D Question number Category Number key 39 1 B 40 2 D 41 3 B 42 4 B 43 4 D 44 5 D 45 5 B 46 2 D 47 3 B 48 5 C 49 5 D 50 5 C Code for categories: 1= Strand A -Scripture and Jesus 2= Strand B -Church and Community 3= Strand C -God, Religion and Life 4= Strand D -Prayer, Liturgy and Sacraments 5= Strand E –Morality and Justice
Spring Content Overview HALF TERM 1 HALF TERM 2 SPRING Writing Writing to Argue Rhetorical Devices Argument and Counter-argument Letter Format Accuracy READING Social and historical context of Shakespeare Study: Shakespeare play (Suggested: Macbeth – not Romeo and Juliet) Regardless of ability, pupils must study at least 2 extracts in Shakespearian language Enrichment Shakespeare symphony WRITING Word Classes Grammar skills Punctuation Revision Accuracy READING Reading skills based on reading of ability specific novel/play (Whole text exploration) Heritage text opportunity (NOT ASSESSED ON TRACKER THIS TERM) Skills: Synthesise material Writer’s craft Critical opinion Structure Enrichment Grammar Orienteering COHESIVE ASSESSMENT (To be moderated) Writing: Writing to argue – letter (TASK PRE-SET) Reading: Shakespeare analysis using extract (TEACHER SET) Writing: Grammar and Punctuation Test
TASK MUSIC Year 8 Summer 1st Half term We will learn: Notation Skills & Music for Occasions 10. KNOWLEDGE Summer Term Test 1. Notation Skills RED Knowledge of some notation and key used. Score= AMBER Increased understanding of musical terms and notation. Score= Knowledge of chords, tonality, use of accurate notation skills, as well as year8 key words. Score= DOUBLE GREEN 11. PERFORMANCE: Assessment of FANFARE (canon, triplets, dotted rhythms) I composed and performed a fanfare using the notes CEG. RED I composed and performed a fanfare using CEG and a variety of pitches or rhythms. AMBER I composed and performed a fanfare with high and low CEG, and a variety of rhythms. GREEN I composed and performed a fanfare with triplets, canon, echoing, harmony and a variety of rhythms. DOUBLE GREEN Year 8 Summer 2nd Half term We will learn: Music for Occasions 12. KNOWLEDGE: Sharps, flats, trills, chromatic scales, arpeggios for Spooky Music Knowledge and keyboard use of some of the notes RED Knowledge of sharps, flats and how to create a poky effect. AMBER Knowledge of sharps, flats, chromatic scales and trills, in order to create a spooky piece of music. GREEN Knowledge of sharps, flats, chromatic scales, arpeggios, diminished chords and trills. Include them to create a highly effective piece of spooky music. DOUBLE GREEN 13. GROUP SKILLS: Work collaboratively to COMPOSE/PERFORM The Hare and the Tortoise (group project) I had a supporting role in writing and performing the piece. RED I contributed good ideas in creating a good structure to the piece. I had an important individual part during the performance. AMBER I regularly gave good for composing musical ideas and helped decide the structure and the chord individual parts. I rehearsed a lot with others to ensure the performance was successful. GREEN I showed leadership in involving others, changing the accompaniment and varying the melody. I ensured everyone performed in time. The final performance was well rehearsed and confidently presented. DOUBLE GREEN Spring Term Test = Music Clubs attended =