During the first half-term year 7 will be studying the following books:
• “The Rabbits” by John Marsden
• “Pig Heart Boy” by Malorie Blackman
• “Goldfish Boy” by Lisa Thompson
They will sequence the main events in a story; identify main themes in stories; retell stories from a different point of view; identify and describe characters and their motivations; explore story structure; compose pen-portraits of characters; develop their skills of making inferences; create their own stories based on themes from the texts. They will also develop their drafting, proof-reading and editing skills; their independent reading; their understanding and use of vocabulary, grammar and punctuation.
In Maths, we intend to embed key mathematical skills so that pupils can become fluent in the fundamentals of mathematics, reason mathematically, and problem solve apply their skills and knowledge. In Key Stage 2, we intend to build on pupils’ confidence enabling them to apply their mathematical understanding with more standardised approaches and begin to recognise the real-life situations where mathematical competence is a necessarily, real life skill.
In Science, we encourage pupils to be inquisitive and foster curiosity about the universe. Our lessons are based around scientific enquiry skills; classifying, comparing and contrasting, predicting, making models, gathering data, measuring, observing. We intend for our pupils to be equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this.
We believe that art plays a vital part in pupils’ education, giving them the opportunity to express themselves. Our Art curriculum develops pupils’ critical abilities, and is mapped out to ensure that each topic area is progressive, whilst building on prior learning and skills. We intend for pupils to understand the context of artwork, the artist they’re learning about, and discuss who they are inspired by. In Key Stage 2 we intend to develop pupils’ creativity through experimenting with different tools and materials, increasing their awareness of different kinds of art and craft.
In Computing lessons in Key Stage 2, we intend to build on the pupils’ knowledge of algorithm enabling them to design, write and debug programs. This will develop pupils’ knowledge and understanding of computer networks, giving them the skills and knowledge to collect, analyse, evaluate and present data. We will continue to ensure that pupils use technology safely and respectful, both in and beyond school.
Design and Technology (DT)
In DT lessons, we intend to explore pupils’ creativity and imagination. In each topic area, pupils research, design, refine, create and evaluate their given design brief. Our DT curriculum also includes graphic design, textiles and cooking lessons giving the pupils the opportunity to become innovative, enterprising and resourceful.
In Geography, we aim to develop understanding and knowledge of the wider world, both natural and human aspects. Taught as discrete subject, the Geography curriculum has been carefully sequenced to ensure pupils can build on prior learning, and develop their geographical skills. In lessons, pupils pinpoint what they know, what they would like to know, and what they have learnt. As Geography is an investigative subject, pupils are encouraged to ask questions, provide possible explanations, and examine how the Earth’s features change over time. We intend to inspire pupils to be fascinated, curious and intrigued by the world and the people living on it.
In Horticulture, we intend for pupils to have a solid understanding of where food comes from and how it is produced. Pupils will learn the skills and knowledge required to develop the production of food crops, whilst exploring the relationship between living things and the environment.
History at NRHS is taught as discrete subject and held in high regard. The History curriculum is informed by the National Curriculum and the pupils’ interests, as well as the context of the local area. It has been carefully sequenced to ensure that the pupils can use new learning to link to prior knowledge, whist building enquiry skills. Pupils will gain knowledge and understanding of their local area to Ancient Mayan civilisation. With a clear understanding of past and present, pupils are encouraged to think critically, analyse evidence, sift arguments and develop perspective, judgement and opinion.
In P.E. lessons, we intend give pupils a broad range of skills to develop awareness of their body’s strengths and how they can be used to participate in sports. Pupils are encouraged to enjoy and be enthusiastic to promote their health and wellbeing. In Key Stage 2, we intend to further develop pupils’ determination, passion and confidence through active participation.
In PSHE, we intend to promote self-awareness of pupils’ personal development and social interactions. Pupils are encouraged to listen, talk, and reflect on the topics explored. We want pupils to begin to recognise their place and influence in the world around them. Through our PSHE and SED sessions, we intend to develop skills and attributes such as resilience, confidence, teamwork, risk management and critical thinking.
Religious Education (RE)
We understand that RE has an important part to play in promoting the spiritual, moral, social, cultural and intellectual development of our pupils. We have a curriculum reflective of our local community that is both skill and knowledge based. We intend for pupils to be able to describe their own beliefs and why they hold them, whilst being eager to learn about others, including those who do not follow a religion. Respect and understanding are embedded in our curriculum.
At NRHS, we believe that learning a foreign language provides pupils with an opening to other cultures. We intend for pupils to understand and respond in Spanish both spoken and written, encouraging them to speak with increasing confidence, fluency and finding ways to communicate what they want to say.