Year 7 Curriculum Summary for Parents Term 1 • 2026/27
This information represents a summary of plans for the term. Please understand that all plans are flexible; there is always the possibility that fewer (or more) topics will be covered than those stated.
Subject
Topics
This term, Year 7 pupils will explore the theme of Fantasy, with a particular focus on narrative and descriptive writing. To support this unit, teachers will select one class text from a range of carefully chosen novels, rather than studying all of the books listed. Possible class texts include:
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Harry Potter by J.K. Rowling Eragon by Christopher Paolini Northern Lights by Philip Pullman Percy Jackson and the Olympians series by Rick Riordan
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Tuck Everlasting by Natalie Babbitt
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English
Through reading, discussion, and analysis of the chosen text, pupils will develop their understanding of characterisation, setting, plot development, and the techniques authors use to create immersive fantasy worlds. In writing, pupils will focus on: •
Narrative writing, crafting engaging stories with clear structure and well-developed characters
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Descriptive writing, using vivid vocabulary and literary techniques to create atmosphere and imagery Directed speech writing, developing the ability to write for a specific purpose, audience, and context
Grammar and language lessons will focus on: •
Parts of speech and their functions within sentences
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Simple and compound sentence structures
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Accurate use of the past tense Punctuation, including speech marks and commas
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Spelling accuracy, including topic-specific vocabulary
Number: add, subtract, multiply and divide negative numbers; powers and roots; solve multi-sep calculations using the order of operations, including those with implied brackets; order of operations using a calculator; estimate the answer to single and multi-step calculations; use scale factors; solve ratio and proportion problems; share an amount into a given ratio. Algebra: introduction to algebra including forming and solving one and two-step equations; evaluating expressions and formulae by substituting positive and negative numbers; simplifying algebraic expression by collecting like terms, and multiply, dividing and cancelling terms. Maths
Geometry: calculate basic angles including those on a straight line and around a point; identify vertically opposite angles; calculate angles in all types of triangles; calculate angles in quadrilaterals; calculate angles in irregular polygons. Additional Curriculum (only for those sitting this extra assessment at CE): Solve simple quadratic equations; substitute into formulae then solve; expand and factorise single brackets; solve equations involving brackets and division; write large numbers in standard index form; calculate with numbers in standard index form.
Science
French
Thinking and Working as a Scientist • Accuracy, precision and reliable measurements • Independent, dependent and control variables • Planning investigations, analysing data and evaluating results Organisation of Life • Cells, tissues, organs and organ systems • Structure and functions of plant and animal cells • Specialised cells and their adaptations Matter, Elements and Compounds • Particle model and states of matter • Elements, compounds and mixtures • Atoms, symbols and the Periodic Table Food and Nutrition • Nutrients and their functions • Balanced diets and food tests • Nutrition labels Energy Resources • Renewable and non-renewable energy resources • Advantages and disadvantages of energy sources • Environmental impacts and sustainable energy choices
Identity and Personal Descriptions: Pupils will learn to talk about their likes and dislikes, describe themselves and others, and discuss personal possessions using key verbs such as aimer, détester, avoir, and être. They will develop their use of adjective agreement and regular -er verbs in the present tense to give simple descriptions and opinions.
Kiswahili
Spanish (SFC)
this term children will learn to describe people, talk about occupations, and communicate about everyday activities in Swahili. They will learn how to describe individuals using their names, nationalities, physical appearance, occupations, preferences, and behaviour. Learners will also develop vocabulary related to different occupations, including the nouns used to name professions, verbs associated with various jobs, and the locations where different occupations are carried out. In addition, they will extend their knowledge and use of topic-specific verbs to describe a wider range of activities, enabling them to communicate more accurately and confidently in different everyday contexts.
My Family and Pets: Pupils will learn to talk about family members, other people and pets, describing their appearance and character with accurate colour and adjective agreement. They will also explore professions and develop their use of the present and conditional tenses, focusing on the verbs to have and to be.
Medieval Realms (c.1347-1381) - Term 1 The Black Death (c.1347-1351) Content • • • • • • • •
Introduction, background and chronology. How did the plague start and spread? – What were its underlying origins? (mapping activities) BD Concept/salient definitions match-up. The Causes – the three types or variants of plague (e.g., bubonic, pneumonic and Septicaemic) Symptoms – ‘Medical Causes v Superstitions’ Medieval Superstitions and held beliefs. Categorisations. Medieval Preventions & Cures – Categories and matching activities. H/W poster design. Assessing the most significant effects of the Black Death (Social, Political, Economic, Artistic and Religious). S.P.E.A.R Analytical task. Was the Black Death a disaster? Composing an A.D.C argument. End of Unit Assessment. (Source-based questions)
The Peasants’ Revolt (1381) Content:
History
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Introduction, context and reviewing the various personalities involved. The long- and short-term causes examined. The ‘spark’ igniting rebellion. ‘Diamond 9’ activity (prioritisation of causes). Introduction to ‘feudalism’ and the medieval ‘feudal system’. Origins and the journey to London. The brutal chain of events. Abortive meaning between King Richard II and Wat Tyler at Rotherhithe. The meeting at Mile End and broken promises. Widespread rioting and the ensuing murdering rampage in the capital. The meeting at Smithfield. Differing accounts of the death of Tyler (source analysis exercise undertaken). The significant effects and consequences of the defeat of the Peasant hordes. Evaluating the categories of reasons why this rebellion failed so comprehensively. The Mau Mau Rebellion (1952-1960)
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Background - Africans resist colonialism. The rise of Anti-Imperialism -Context - British East Africa. The Mau Mau Uprising – review. (1953-1956) – ‘An ongoing struggle’. A detailed timeline of key events. (1952-1960) Case Study – ‘Colonised women talk back’ (perspectives and accounts) Comprehension activities. Impact of Rebellion -Legacies. Comprehension tasks - Differing perspectives (Source analysis) - Western, pro-colonialism perspective v a Kenyan political activist. Interpreting propaganda posters. End of unit assessment – reflections on the Mau Mau ‘Warrior Oath’.
Geography is the study of Earth's lands, features, inhabitants, and the dynamic relationships between people and their environments. Geography
This term, pupils will look at ‘Tectonic Hazards’. Knowledge organisers will be provided for each topic and students will keep a glossary of key terms at the back of their exercise book. TPR is an opportunity for pupils to study some complex and contentious issues. They will be exposed to differing viewpoints and encouraged to develop their own opinions through discussions and evaluation of various source materials. They will be taught how to show respect for other people’s opinions (even if they disagree) and be prepared to justify their own thoughts.
Religious Theology, Philosophy and Religion Studies (TPR)
This term, pupils will look at two topics. 1.
Sanctity of life– the key concept will be introduced to pupils, with a focus on different religious views. Pupils will be encouraged to consider whether all life is sacred by considering / discussing a variety of scenarios and ranking their acceptability based on their own beliefs
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Reasons for war & Just War theory – pupils will discuss some of the reasons why wars occur, as well as consider the beliefs of the 6 main religions on the topic. They will then analyse some world conflicts and analyse whether they fit the Just War theory
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Art
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Design Technology
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Computing
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Develop observational drawing and painting skills from photographs of Kenyan street scenes exploring line, colour, composition and perspective. Analyse and respond to the work of Michael Armitage and Stephen Mabatia exploring how artists represent people, places and everyday life. Create and refine own compositions using photography, collage and sketchbook studies. Develop painting skills, including colour mixing, tints, tones, layering and washes. Re-cap lino printing techniques inspired by Angie Lewin including design transfer, safe carving and image reversal. Create a final outcome using a medium of choice (painting, lino print or fabric collage) To explore the Foundations of Textile Circularity & Garment Deconstruction Pattern Making, Basic Sewing & Project Construction Presentation showcasing inspiring examples of upcycled fashion and accessories. Introduction to design principles and creative thinking in sustainable fashion. Sewing & Product Development Continue garment and accessory construction. Practice machine sewing under supervision. Incorporate patches, logos, stripes, and decorative elements from uniforms. Learn finishing techniques including hems, seams, pockets, and closures. Add embellishments such as embroidery, appliqué, fabric painting, and decorative stitching. Study and explore the works of popular Kenya designers including the works of Maisha, Suave studios, Olwande okoth, Blackfly Designs and John Kaveke and Ann Macreath. Product quality review. Explore examples of sustainable and upcycled fashion from around the world. Develop design ideas through sketches, annotations, and mood boards.
Copyright laws and ownership rights; Digital legacy, footprints and online history; E-Safety and cyberbullying; E-Safety project- Create an e-safety video using Canva; Understanding image size and transferring data across locations Creating content between different software that can be collated into one new software Introducing programming through Python – creating simple programs using Python that also work with cross-curricular themes
Music
The term begins with pupils choosing social causes and researching folk and protest songs used to communicate the associated messages. They will study lyric development, rhyming schemes, and evoking imagery through music. This is followed up by a composition project using Axis harmony chord progressions to develop melodies, hooks, and investigating relationships in popular music.
Drama
Greek Theatre and Physical Theatre- Learners will be introduced to Ancient Greek Theatre, exploring its origins, key features, and basic theatrical techniques, including the use of the Greek Chorus to comment on, support, and advance the action of a performance. Through role-play, physical characterisation, and imaginative activities, learners will explore characters’ thoughts, feelings, and perspectives. They will also be introduced to nonrealistic drama and physical theatre, using frozen images, rolling images, movement, and gesture to create imagery and communicate ideas. The unit will develop learners’ empathy, imagination, creativity, confidence, and physical performance skills.
Games
Children will be introduced to the core skills and develop their understanding of cricket, football and athletics. They will be able to develop their team play and communication in inter-school fixtures and festivals. They will have access to training sessions that allow them to interpret and understand tactics, positions and game play features.
P.E.
Students will develop a deeper understanding of health-related fitness, major muscle groups, training methods and the role of consistency and fitness in athletic performance. They will refine techniques in 100m, 200m, 400m and 800m, relays, long jump, high jump and triple jump. Students will also be introduced to the techniques and rules of shot put, discus and javelin, alongside developing pacing strategies for 1,500m running.
Swimming
Children will focus on stroke proficiency as well as competitive skills (Diving, Under-water skills, turns and finishing) in Freestyle and Backstroke. Being me in my world – the key topics covered in this puzzle piece include looking at our identity and celebrating differences. Discussions include what makes us “us” and how it changes over time which in turn leads into talks on peer pressure and online identity. Pupils will also be asked to consider what the consequences are of their actions as part of their identity.
P.S.H.E. Celebrating differences - the key topics covered in this puzzle piece include understanding that although everyone is different, they should all be celebrated. Discussions may include topics such as prejudice and discrimination, human rights and stereotypes. Through these sessions, pupils will be asked to consider what they can do to counter negative thoughts & actions they see, including bullying.