Year 7 Term 2

Art and Design	This term both classes will be working within the area of landscape, their local environment, both natural and built environment to encourage students to learn about : First hand observational source drawing skills The importance of the Visual Elements of Line, Tone, Pattern, Texture, Tone, Shape and Form and which most important in each piece of work produced. Student s will make references and judgments about the work of Artists and Designers to inform their own work and in looking at the work of traditional Artists, printmakers and illustrators will be able to evaluate the work of peers. The classes will also start working in sketchbooks to get them used to working and creating a record in preparation for the Sketchbook for Oman. The Historical and Critical Studies focus will be in looking at the work of the Impressionists who were inspired by capturing the light at various times of the day, both quickly and without the aid of cameras. Artists covered Monet, Bonnard, Degas, Whistler, Cassatt, Lautrec Van Gogh et al. Printmakers and fine artists will be used to aid the student ‘s learning with techniques and ideas and also as homework tasks, in gathering of different materials to print on.
English	Themes	Relationships & Community
	Essential Questions	What are the elements that build a strong friendship? What impact does family have during different stages of our lives? What can we learn from different generations? How is conflict an inevitable part of relationships? How are people transformed through their relationships with others? What is community and what are the individual’s responsibilities to the community as well as the community’s responsibilities to the individual?
	Novels	The Egypt Game Mrs. Frisby and the Rats of Nimh
	Plays	40 Short Plays
	Short Stories	"The Sandcastle" by Alma Luz Villanueva "The Fun They Had" Isaac Asimov
	Poetry	Homework! Oh, Homework by Jack Prelutsky Casey at the Bat! "The Walrus and the Carpenter" "Where the Sidewalk Ends" Shel Silverstein
	Grammar	Nelson Thornes Framework English
French	In unit 3, students learn and use a range of new language in the context of school and school life in France. They develop their knowledge of words through awareness of both topic vocabulary and high-frequency words. Early work on reading for meaning is strengthened and strategies for memorization and spelling are developed. Progress in operating the sound–spelling relationship is reinforced and more sentences for everyday use are acquired. Students use prior learning to formulate sentences of their own, and they are introduced to regular -erverbs and the irregular verbs avoir and être. The unit maintains a strong focus on student response and the use of spontaneous talk in the classroom. In unit 4, students use regular and irregular verbs to speak and write about their leisure activities, in terms of what they do and where they go. They express preference by producing a range of compound sentences containing simple connectives. They learn how to describe what they did in the past using simple set phrases in the perfect tense. They start to develop an awareness of tense by comparing the present and past tenses. Strategies for reading for meaning are practised and applied with short texts containing unfamiliar language. The unit maintains a strong focus on appropriate use of reference materials and the use of spontaneous talk in the classroom.
Geography	Unit 5. Exploring Oman : 1. What do we mean by Oman? 2. What images do we have of Oman? 3. Where are we in Oman and where did we come from? 4. What route for a tour would give a fair view of Oman? 5. What links Oman with the rest of the world? Unit 4. Flood disaster - how do people cope? 1. What causes floods? 2. How do individuals and communities respond to flood hazards? 3. Are the effects of flooding greater on the UK compared with Bangladesh? 4. Is there a pattern in how people respond to all natural hazards? 5. How do we describe things?
History	Unit 5. Elizabeth I how successfully did she tackle the problems of her reign? 1. Why was religion a life-or-death problem in Elizabethan England? 2. When and why did religion first cause a problem for the Tudors? 3. Was England the only country to break away from the Catholic Church? 4. What did Elizabeth do about the religious problem in England? 5. Were Catholics or Puritans the greater threat to Elizabeth's religious settlement? 6. Why did Mary, Queen of Scots pose such a big problem to Elizabeth I? 7. Why did Philip of Spain pose such a big problem to Elizabeth I? 8. How did Elizabeth deal with the problem of marriage? 9. How did Elizabeth deal with the problem of poor people and beggars? 10. Did Elizabeth successfully solve the problems that beset her during her reign?
ICT – Information and Communications Technology	This term you will be using a database about Movies to see how ICT software allows us to interrogate data. You need to be able to carefully “frame” questions. Once you have become aware of the tools inside a database you will then be expected to produce your own database. Your information will then be merged with Desk Top Publishing software that will transform the individual records into playing cards for the game Top Trumps. Learn the key terms for database software Add records to movie database. Sort filter and add another field to the database Create complex filters Show design and planning for your own DB Merge your database with DTP software to create playing cards
Mathematics	1. Shape, space and measures a) Perimeter and area b) Angles and shapes c) Triangles and quadrilaterals d) Transformations e) Polygons		Perimeter and area Measures and scales 3D shapes Finding angles Reflection Enlargement Translation Rotation Symmetry Constructing triangles Constructing quadrilaterals Constructing 3D shapes constructing perpendiculars Properties of polygons Tessellating polygons
	2. Algebra Sequences and functions Expressions and formulae Functions and graphs Linear equations Equations and graphs		sequences and rule finding the function Using the rules of algebra Simplifying expressions factors, multiples and primes Calculating angles Patterns in numbers Angles in shapes Patterns in diagrams Constructing triangles Functions and rules Graphs of functions 2D representations of 3D shapes Using a table of values Expanding brackets Solving linear equations Using formulae Generating sequences Solving problems Graphs of equations
Music			This term students will begin to learn about the concepts of Rhythm, Pitch and Scales, through listening, singing, playing and music games. In addition, they will be learning how to compose using Graphic notation, begin to learn how to read and write western notation and develop their vocal and instrumental skills. All of these activities will build upon and consolidate their knowledge of the Elements of Music, which was covered in a previous unit. In which they learnt how to identify the different elements at work in the music they play and listen to and how these essential elements can be used to create atmosphere, drama and intention. By the end of this term, students will be able to sing, play and perform ‘The Tambourine Tune,’ in A minor and know how to compose a Graphic Score. They will also be able to demonstrate and explain: The difference between beat/tempo and rhythm What staff notation is What the purpose of notation is in music What a scale is What a time signature is, what it tell us in music What pitch is What an interval is What the different note values are What the silent beats called What a melodic ostinato is
Science	1. Building Blocks of Matter a) Solid, Liquid, Gas b) Vapour c) Atoms and Molecules d) Pressure e) Expansion f) Density g) The Elements h) Compounds i) Energy and Chemical Reactions		Idea of fundamental particles and energy Three basic states of matter Movement of particles and how pressure occurs Expansion of materials due to heat Calculating density Periodic table of elements Combining elements - bonding 4 weeks
	2. Solvents and Solutions a) Water and the Water Cycle b) Cloud and Rain c) Evaporation d) Using and Conserving Water e) Purifying Water f) Cooling with Water g) Solutes, Solvents and Solutions h) Crystals and Colloids i) Uses of Solvents		Formation of clouds by evaporation and condensation and rain as precipitation Need for the efficient use of water by humans Water treatment for Human use Heat transfer due to evaporation Practical activities concerning dissolving of chemicals and formation of crystals Domestic and Industrial uses of solvents e.g. paints 4 *weeks*
	3.Cells and Reproduction a) Plant and Animal Cells b) Animal and Human Reproduction c) Genes and Chromosomes d) Development and Survival in non-humans e) Plant Reproduction		*Structure of cells, function of their parts* Egg and sperm. Fertilisation. Genetics and inheritance Nurturing of young, survival and adaptation Parts of the Flower, their role in reproduction. Pollination and fertilisation *4weeks*