Curriculum Summary Year 7
Head’s Welcome Welcome to the Junior King’s Curriculum Handbook. At Junior King’s, we believe that education should do far more than prepare children for examinations. It should inspire curiosity, foster a love of learning and help young people develop the confidence, character and resilience needed to thrive in an ever-changing world. Our aim is to provide an education that challenges and supports every child to achieve their personal best. Through high academic standards, exceptional pastoral care and a wealth of opportunities beyond the classroom, we encourage pupils to discover their strengths, pursue their interests and develop a strong senseof purpose. Central to this is a community built on kindness, respect and ambition. We want our pupils to
think independently, contribute positively to the lives of others and approach the future with confidence and optimism. I hope this Curriculum Summary provides a valuable insight into the rich educational experience available at Junior King’s, and I look forward to working in partnership with you as your child continues their journey through the school.
Andrew Murfin Head
Deputy Head (Academic) As Deputy Head (Academic), I am pleased to share this Curriculum Summary, which has been designed to give parents a clear overview of teaching and learning across Junior King’s. The curriculum is carefully planned to ensure that pupils develop secure knowledge, strong subject understanding and the learning habits that underpin academic success. As children progress through the school, they are encouraged to think critically, communicate effectively, solve problems creatively and become increasingly independent learners. Within these pages, you will find information about the subjects your child studies, the skills they will develop and the expectations that guide their learning. While no handbook can capture every aspect of daily school life, it provides an introduction to the breadth, depth and progression of our curriculum.
We know that children achieve most when home and school work together. Your encouragement, interest and support make a significant difference to your child’s learning, and we greatly value the partnership we share with families. Should you have any questions about the curriculum or your child’s progress, your child’s Form Teacher is usually the best first point of contact and will be pleased to help or direct you to the appropriate member of staff. Thank you for your continued support.
Rob Stonier Deputy Head (Academic)
General Information Home-School Communication It is crucial to our success that channels of communication between home and school are clear and that parents feel confident in using them. The cycle of half term assessments, written reports and staff-parent meetings/interviews establishes the framework within which a child’s progress is monitored and discussed. It is important that all parents should feel able to have access to the staff and appointments can be arranged after school through the school office. However, we encourage parents not to linger in the morning, other than to pass on necessary information for the day. Parents are, wherever possible, encouraged to make use of the many other informal opportunities for discussion that exist throughout the School.
Future Schooling Junior King’s sends most of its pupils to the Senior King’s School although this is not exclusively the case and parents should not regard the transfer to be automatic. We will take time to advise and assist parents in finding the school which will best suit their child and in which their child will therefore thrive. The question of scholarship potential leading to awards for Academic, Dance, Drama, Design & Technology Music, Art and Games will be covered
during any discussion with the Head over future schooling. Parents are of course free to change or to delay making up their minds about a choice of school although it is generally in the child’s best interests to know his/her future direction well before examinations. At 13+, the parents of those children taking Scholarship/Year 8 end of year examinations must declare their first choice of school early in the calendar year in which the examination is taken. Throughout this procedure, The Headteacher will gladly give a frank opinion of a child’s needs and potential. Overall, parents should feel free to contact either Mr Lapthorn (Future Schools) or The Headteacher as a source of advice and assistance in this most important area.
Assessment A pupil’s performance is carefully monitored throughout the year. Continuous assessment, through classroom work, tests, exercises and prep, provides important sources of information for reporting. Regular staff discussions of individual pupils enable staff to track individual progress and concerns may be discussed with the pupil, Form Teacher, or Director of Studies Mr McKeating. Parents are informed of any significant difficulty of which we are aware and invited to discuss the possible ways forward.
Prep Prep is given to encourage pupils to work on their own, to exercise self-discipline in their approach to learning and will provide an opportunity for further development of skills and knowledge. We fully recognise and encourage the invaluable role played by parents in supporting good work at home and promoting prep as a positive activity. However, there should be a weaning process as the child grows older, and it is helpful, as part of the development of independent work habits, to let the child learn that unfinished or poorly completed prep may result in a sanction at school with staff concerned. The child needs to learn that it is their responsibility and that they will have to account for any shortcomings in school. Work conditions are important. A quiet place in which to work will make a considerable difference – free from the distractions of siblings, pets and television. For some, complete silence is daunting and it may be allowable to have music playing quietly in the background. As a general guide, each prep should take about 30 minutes as it is important that pupils achieve a sensible balance between academic work and play. Pupils in Year 7 have been issued with a planner and are expected to record each assignment. Please sign off each prep once it has been completed. After a long day at school, prep should not overwhelm the evening. Please inform the Form Teacher should you feel that your child is regularly not coping with the workload within the given times (or it is too easy).
Illness and Missed Lessons When a child is absent due to a short-term illness, teachers will not send work home, as the priority should be rest and recovery. If they feel well enough, pupils may access one of the school’s online learning platforms, such as MyMaths, Mathletics, Active Learn or Educake, or spend
some time reading a good book. Similarly, if a pupil misses a lesson because of a medical appointment, school visit or any other commitment, the work covered during that lesson will not be sent home. In cases of longer-term illness, appropriate arrangements for learning will be considered on an individual basis in consultation with the family.
Learning Support Junior King’s is committed to meeting the needs of all pupils. General, or ‘Quality First Teaching’, describes inclusive teaching which takes into account the learning needs of all in the classroom. It is achieved through appropriate differentiation through curriculum planning, learning tasks and teaching strategies. Further to high quality teaching, some children may receive some additional intervention either from the class teacher/teaching assistants, from the respective academic departments or overseen by The Learning Support Department. Some pupils have learning needs which need more targeted and specific provision. The Learning Support Department at Junior King’s, co-ordinated by Mrs Brown, has specialist staff, trained and qualified to support these pupils, throughout the age and ability range. The Department also has strong links with external agencies, such as the KCC Specialist Teaching and Learning Service (STLS), educational psychologists, speech and language therapists and occupational therapists. Parental involvement and pupil voice, where appropriate, is an important part of the process. If any parent is concerned about their child’s progress, they are encouraged to discuss this with their child’s Form Teacher in the first instance. Mrs Brown is also available to speak to should you have any concerns.
English This is the first year of a two-year course leading to transition exams. The syllabus is divided into five sections. All sections will have been introduced by the end of the Year 7, and the curriculum will be extended and revisited in Year 8. Over the course of the year, all sets will study at least one novel as well as a Shakespearian play and a selection of poems, covering both classic and contemporary texts, as well as texts from a diverse range of other cultures. The 13+ assessment for King’s changed in 2022: the main aim is still to test the ability of candidates to think and express their feelings and ideas in accurate and effective English. The papers will continue to examine a range of relevant skills in modes which reflect good practice in both the classroom and examination room. Examiners will need to see evidence of independent literary work, an ability to write analytically, in the form of coursework, and creatively and persuasively in exams.
Poetry Coursework Candidates will be asked to read and write about a poem which they have been introduced to in class. The question will seek to test both understanding of poetic techniques and personal responses. Pupils will be able to draft and re-draft their answers prior to final submission.
Imaginative, descriptive or narrative writing Candidates will be asked to produce a piece of original creative writing in exam conditions. Time will be spent in class preparing for this and experimenting with different literary techniques, e.g. multiple-narrators, non-linear form etc. Pupils will be expected to demonstrate their ability to use correct spelling, punctuation, grammar and syntax. Work will be marked and moderated by the Junior King’s English Department in the first instance; a sample will then be moderated by The King’s School English Department.
A Parent’s Guide to Reading Children should: •
read silently for sustained periods
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read a wider and more challenging range of books for their own interest from a variety of times and cultures, for pleasure and for information
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be able to justify their preferences
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continue to take part in discussions about their individual reading and about books they have shared
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continue to identify key features, themes and characters from the texts they read, increasingly using inference and deduction (reading between the lines)
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adopt a regular reading pattern
Teachers will: •
incorporate a reading element
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encourage discussion of books read
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encourage pupils to extend the range of their individual reading to include texts that are both classic and contemporary and include writers from different cultures
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help pupils to evaluate the texts they have read
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create opportunities for pupils to read for different purposes and teach appropriate strategies i.e. skimming to gain an overall impression, scanning to locate information and detailed reading to obtain specific information
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continue to monitor individuals progress and offer advice on reading choices
Parents can: •
demonstrate an enthusiastic, personal response to books and reading
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help their child to create regular, quality reading ‘space’ in an increasingly busy schedule
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share in their child’s reading through discussion…what did you like best?...what do you think will happen next?...etc
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encourage visits to the local library
Mathematics In the penultimate year at Junior King’s there is a greater focus on the transfer examinations at the end of Year 8. The course leading up to Year 7 has been broad-based around both the National Curriculum and the Common Entrance syllabus, and has aimed at fostering a sound understanding of basic mathematical ideas and techniques whilst extending the subject into more in-depth analysis. Pupils moving onto to King’s will sit one of two possible examination combinations:
Core (Non-Calculator and Calculator papers)
Curves, but other topics and ideas will also be explored in greater depth. The Common Entrance syllabus is based on the Key Stage 3 National Curriculum. There are two exams for Year 7. The first is in the Autumn Term and the second in the Summer Term. However, there are also tests undertaken at the end of specific units of the course. Listed below is a summary of the Year 7 syllabus at its core level. It gives an excellent mathematical grounding to all of the pupils in preparation for their future choices in mathematics beyond Junior King’s.
These are both of 60 minutes duration and they are a ‘non-calculator’ and a ‘calculator’ paper respectively reflecting the assessment at GCSE. This route covers the basic Common Entrance requirements.
Number and Algebra
Core (Non-Calculator and Calculator papers) and the Additional paper (Calculator) The Additional Paper will be taken as an option after the two Core Papers, not instead. So, stronger candidates will still have their basics tested on a level playing field at the Core, where they can expect to score highly, and any score on the Additional can be considered a bonus: nothing to lose. It will be a single calculator paper. The more advanced topics in the Additional paper include: Pythagoras, Simultaneous Equations, nth Term of Sequences, Standard Form and Plotting
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rounding to decimal places (all sets) and significant figures (top sets)
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order of calculations
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directed numbers and the four operations
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types of numbers (square, cubed, triangular, rectangular, prime)
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decomposing numbers into their factors and prime factors
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standard index form (top sets)
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roots and powers of numbers and calculations with these
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laws of indices
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solving linear equations in one unknown
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algebraic simplification and substitution
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rearranging formulae
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factorising
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formulae
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problems involving algebraic expressions
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ratio
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understanding the relationship between percentages, decimals and fractions
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finding percentages of a value – increasing and decreasing by a percentage, expressing an amount as a percentage of another
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using and applying shape, space and measures
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Pythagoras’ theorem (top sets only)
Handling Data •
specifying the problem and planning
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collecting data (finding mean, median, mode and range, pictograms, bar charts, pie charts, tally charts)
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processing, representing, interpreting data and discussing results
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using and applying data handling skills
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calendars and timetables
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using Venn Diagrams
percentage problems involving profit and loss
Shape, Space and Measures •
understanding and using measures (metric and imperial)
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units of measurement – time, length, mass, capacity and volume
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vocabulary of solids
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angle properties of polygons (interior and exterior angles in polygons)
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area and perimeter (triangle, rectangle, square, parallelogram, trapezium, circle)
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surface area and volume of cuboids
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volume of prisms
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Bilateral and rotational symmetry
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angle theorems on parallel lines
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transformations and coordinates
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graphs of straight lines (all sets) and parabola (top sets)
Science At the Junior King’s School, the Independent Schools Examination Board syllabus is used for the 13+ level of attainment and the Common Entrance examination is sat by most pupils whether destined for the King’s School Canterbury or other independent schools. The Common Entrance syllabus is taught over two years, beginning in Year 7. The three components, Physics, Chemistry and Biology are taught as discrete topics/units throughout the year by specialist teachers.
Pupils will study the following topics this year:
Chemistry •
basic chemical processes, dissolving, filtration, evaporation, chromatography and distillation
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using a Bunsen burner
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properties of solids, liquids and gases
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sublimation, chemical reactions, heating magnesium and copper, measuring mass changes, tests for oxygen and carbon dioxide, oxygen and carbon dioxide cycles
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elements, compounds and mixtures
Physics •
states of matter, types of materials, measurement of length, time, area, volume, temperature, mass and density
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energy – stores of energy, energy pathways, renewable energy and non-renewable energy resources
Biology •
life processes and the features of living organisms
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variation and classification
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Earth and space
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habitats, adaptations, feeding relationships and competition
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light
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sound
cells and microscopes
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speed and motion
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French Pupils are taught by specialist teachers of French. Pupils with a prior knowledge of French start Dynamo 2, whilst new pupils start Dynamo 1. All pupils in Year 7 will continue to have access to the online facilities of Active Learn. Quizlet is also recommended to boost vocabulary learning, and pupils have their own log in detail to the Language Gym and the Sentence Builders for fun and interactive games.
Topic areas introduced or extended in Dynamo 1 include: •
greetings, personal information, the family and home, pets
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classroom objects, classroom commands
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numbers to 100,
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dates and birthdays
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clothes, colours
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leisure activities, likes and dislikes
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school
Topic areas introduced or extended in Dynamo 2 include: •
currency and shopping in France
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buying food
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places in town
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describing your town/city
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directions
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home routine and chores
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music and festivals
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the present tense as well as the future
Spanish Pupils are taught by specialist teachers of Spanish. All pupils will have access to the Language Gym and the Sentence Builders to give them extension activities. We still recommend our pupils to use Quizlet regularly to boost vocabulary learning. Those who have previously studied the language are introduced to/extend topics from Viva 2 including: •
describing where I live
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directions
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places in town
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food and drink
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Cultural emphasis on the food in Spanish speaking countries
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opinions
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shopping
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functional language/role play (buying tickets, ordering food, tourist information)
Those who are new to the language are introduced to topics from Viva 1 including: •
greetings and personal information
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alphabet, numbers to 100, dates and birthdays
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family
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animals and colours
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nationalities and countries
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physical description and personality
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school and opinions
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weather and free time
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daily routine
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present and future tenses
French & Spanish Bilingual Pupils We offer a French and Spanish bilingual programme that enables pupils to have lessons with French and Spanish speaking teachers. The bilingual lessons take place during the timetabled French and/or Spanish lessons in sets. The curriculum is hand tailored by the teachers to suit the needs of their pupils. The aim is to progress their learning following the curriculum they would follow in France or Spain. The pupils work
in either small groups and/or sometimes in a 1:1 environment with the relevant teacher to maintain their fluency in speaking and writing. They will also work on their grammar at a native level using a range of high level and authentic reading materials. Listening exercises are also part of the 1:1 sessions. The lessons take place at the same time as the French/Spanish timetabled lessons for that set.
Classics: Latin Building on the work done in Year 6, Latin lessons will continue to focus on acquiring the language with weekly vocabulary tests, as well as supplementing with grammar exercises and translations written in house. Pupils will notice how useful the grammar painstakingly covered in Latin can be for their learning of modern languages too. We make special provisions for pupils who join Junior King’s in Year 7 to start Latin, either in a beginner’s group or within their set. They will be taught a more appropriate beginners course to get them up the standard of their peers as quickly and painlessly as possible. By the end of Year 7 we aim to have the children try their hand at a Level 1 CE exam. All pupils studying Latin are encouraged to use Quizlet (a link will be provided by the teacher) to help them drill the vocabulary, as well as use physical flashcards (handed out by the teacher). Classics is the study of the languages and culture of the Greeks and Romans. This includes aspects of their literature, everyday life, art and architecture, philosophy, history, mythology and religion. At Junior King’s the emphasis is on the study of the language but we also work with all these aspects of the ancient world and some sets will be focussing on this exclusively with a view to taking a Classical Civilisations exam in Year 8.
Humanities The course will have a greater focus on the acquisition of skills rather than simply recalling facts and will contain a degree of coursework. The assessment of each subject will not rely on a single end of year exam but a combination of various tasks. It is important to bear in mind that each subject will maintain its independence and curriculum time. The course will ultimately allow a greater degree of flexibility and more opportunities for cross-curricular work.
History This year’s work forms the first of a two-year humanities syllabus covering the restoration of the monarchy to the end of the nineteenth century. We will assess our pupils through a range of extended writing pieces, projects, source analysis and trip reviews. We will study chronological history with a focus on applying key skills upon the foundation of core knowledge. Furthermore, we will develop a range of source analysis skills alongside extended writing mastery.
Pupils will study the following topics this year: •
the French revolution, Napoleon and the battle of Trafalgar
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the Industrial and transport revolutions
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Britain and empire in the 1800s
Geography Year 7 marks the beginning of the two-year Upper School syllabus, which emphasises the development of geographical skills alongside the study of key topic areas. Pupils will be encouraged to investigate, question, and apply their learning in a variety of contexts. Progress will be assessed throughout the year in multiple forms, including fieldwork, independent research, map interpretation, and a formal summative examination. There will also be stronger cross-curricular links within the Humanities, supported by joint trips and visiting speakers to enrich pupils’ understanding.
Topics to be covered: •
Tectonic Processes (volcanoes and earthquakes)
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Weather and Climate
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Transport and Industry
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Global location work
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Mapwork
Religious Studies In Year 7 pupils begin the two-year syllabus, as part of the Upper School RS course. They will study a range of topics covering theology, philosophy and ethics.
Topics include: •
An introduction to the Bible and Old Testament.
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Environmental ethics incl. the treatment of animals
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An introduction to philosophy incl. sound and valid arguments
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Rules and Laws: morality, right and wrong, ethical decision making
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Moral Dilemmas including Justice and Punishment
Assessments will take place every half-term. Pupils will be tested on a range of skills using factual questions, discursive essays, interpretation, evaluation and presentations, debate, thinking skills and philosophical questioning.
Computing Pupils will be given the opportunity to: Use a wide variety of applications to develop their interest and skills in Computing and Computational thinking Develop their touch typing skills
Pupils will be given the opportunity to: •
Use a wide variety of applications to develop their interest and skills in Computing and Computational thinking
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Develop their touch-typing skills
During the course the children will be able to develop the following skills: •
Introduction to coding in Python
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Introduction to AI and machine learning
Art In Year 7 pupils will continue to expand upon their knowledge and understanding of different media and Art History. Modern and Contemporary Art will be studied with a focus on Portraiture. A new larger sketch book will be given that will continue to be used in Year 8.
Projects will include: •
Learning about how to draw Portraits/Self Portrait and proportion
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Exploring the Mexican Festival Day of the Dead
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Designing and making decorative masks.
Music There is one-hour long lesson per week of class music for half of the year. In addition, individual instrumental lessons are offered from a team of 26 visiting music teachers. Pupils are encouraged to practise at home and may be entered for Associated Board and Trinity College exams which are held each term at the school. Many musicians will be involved in the concerts and workshops that take place during the year, as well as joining ensembles that meet each week, and which cover all the instrumental combinations. For more experienced musicians there is also the possibility of joining the Milner Court Orchestra. Year 7 are also invited to join the Upper School Choir and to audition for the Chamber Choir which performs regularly in important events at school and around the local area.
Curriculum We study ‘Vltava’ by Czech composer Bedrich Smetana from different angles including listening, discussion, performance, analysis and score reading. Pupils will then create and write down their own ‘River Pieces’ which will be performed to the class and recorded. We also sing songs in two or three parts.
Design & Technology The Design Technology course alternates with Computing, with pupils studying each subject area for 10 weeks. Through focused practical tasks and open projects, students will develop skills in the following areas: Designing skills: generating ideas, developing and communicating ideas using a range of media, planning, researching and evaluating Making skills: measuring and marking out, cutting and shaping, joining, combining and finishing Knowledge and understanding of: materials and components, computer aided design and manufacture, mechanisms, structures, electronics products and systems. Pupils are encouraged to develop and enrich their design thinking by working with the themes: Sustainability, the company of Alessi, Art Deco, Arts and Craft Movement, Art Nouveau, Art Deco, Bauhaus, Organic Design and Memphis.
Drama The aim of the Year 7 curriculum is to explore two different topics in more detail than pupils have been used to in Middle School. This will give them the opportunity to pull together ideas and concepts from across the weeks, to have a greater understanding of how to generate ideas, and connect skills, ready for creating content in Year 8. The emphasis is on exploring ideas within a wider
context. Key concepts for this year, include Status, Objectives and Super Objectives, Actions, Physical theatre, and techniques for developing character work.
Physical Education All pupils are taught by one of three specialist teachers of physical education. The programme is divided into the following units which aim to promote physical development in a variety of areas. •
health and fitness: to develop overall fitness levels through a variety of running and endurance activities
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net and wall: to develop hand-eye coordination levels through games of tennis and badminton
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invasion games/general games skills: to develop tactical awareness and general skills inherent to the major team games
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athletics: to develop and improve technique alongside performance in running (speed, endurance and stamina), jumping (height and distance) and throwing (distance and power), tested and recorded throughout the summer term
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swimming: to improve technique and develop performance in the four major swimming strokes
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plus striking and fielding: to develop batting, throwing, catching and fielding skills in the summer term games programme.
Health related exercise/fitness The six curriculum units combined enhance the health related exercise/fitness programme; particular attention in exercise and fitness classes is given to speed, stamina, endurance and strength. These areas are measured and recorded for each pupil throughout the year.
Year 7 Plan Autumn
Autumn
Lent
Lent
Summer
Summer
Health related fitness
Team building and leadership skills
Swimming
Net and wall gamesl
Athletics
Net and wall games/ swimming
Invasion games
Invasion games
Invasion games
Games Programme Year 7 pupils receive two one-hour Games sessions each week, participating in major team sports while developing a wide range of essential skills and a more advanced understanding of tactics and rules. Through training and competition, they build teamwork, communication, confidence and resilience, while continuing to develop leadership, sportsmanship and responsibility, fostering positive attitudes towards participation, competition and healthy lifestyles.
Girls – Hockey, Netball and Rounders/Cricket Boys – Football, Rugby, Hockey, Cricket Competitive opportunities are gained through house matches, which take place during their weekly games time, whole school, house events, including swimming galas, cross country and sports day, and through a full programme of inter school fixtures and tournaments which take place on Wednesday and Saturday afternoons.
Life Skills Our Life Skills curriculum aims to promote the spiritual, physical and social development of pupils and to prepare them for some of the opportunities, responsibilities and experiences of later life. This preparation for life involves self-knowledge; an understanding of the needs and motives of human beings; knowledge about their own health and bodies, and the importance of choice. Life Skills education is a planned programme of learning though which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. The values promoted in our Life Skills curriculum are inherently incorporated into the fabric of our school through assemblies, community events and the support of charities and in our day-to-day living. Our Life Skills curriculum is a spiral curriculum based on the three core themes of “Health, Relationships and The wider world”.
Autumn Term
Lent Term
Summer Term
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Being in my world
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Dreams and goals
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Relationships
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Celebrating difference
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Healthy me
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Changing me
The Life Skills curriculum will be taught in a variety of ways that will involve discussion, reflection, roleplay, collaboration and team-work, multi-media and outside speakers.