The table below gives information about the work being set for year 7 in each subject area, including the frequency at which work is being set. There is also information about how the students should submit their work and the feedback they can expect to receive.
|Subject||Information about work set||Frequency of setting work||Marking expectations||Any other relevant information|
|Art||All students will be working through a range of tasks set on ClassCharts||Monthly. Each project is due on the 29th of each month.||Students should send photos on a PowerPoint of all the work they have created.|
|Computing||All students will be working through a project set on ClassCharts (same message is set on Teams).||Scratch Project will last approximately 4 to 6 weeks. After this, I will set work fortnightly||Students should submit their work to Teams. I will feedback online.||If Teams isn’t working- come back to it later. They have a huge surge of demand and are working on it.|
|Drama||Students should complete drama related tasks set on ClassCharts.||Weekly, dated to that week, titled Lesson 1, Lesson 2 etc. according to number of lessons that week.||Students should send photo attachments of the final project to their teacher.
Feedback every 3/4 lessons, by email as that is how students are sending their work in.
|Different options for tasks given, to allow students to pick the most appropriate task.|
|DT||Work is set on ClassCharts, with extra resources and tasks on Moodle||Every two weeks||Students should send photos or scans of the final work to your teacher via Moodle or email.|
|English||Mrs Jones will set all year 7 work through ClassCharts, to include small tasks and activities.||Students will be set tasks every week to cover work for all lessons that week.
|Every two weeks, students should email the task specified on ClassCharts for marking to their main teacher. 7UL should send their work to Mrs Jones.|
|French||All students will be working through a booklet set on ClassCharts||On the days where students were due to have the lesson.||Students should send the completed booklet to their teacher
The answers are available for students to check most of their work.
|All students can work on vocabulary using Memrise and can watch films or programmes in the target language.|
|Geography||All students will be working through a project set on ClassCharts.||Fortnightly. This covers the equivalent of 3 lessons’ work.||Students should send photos or attachments of the final project to their teacher. Comments will be added on ClassCharts.
Online revision on SENECA is self-marked (details will be on ClassCharts on how to set this up).
|We can set extra challenges as and when students request extra work where possible.|
|History||Work will be set on Class Charts to cover a range of tasks.||Fortnightly.||Students should send finished work to their class teacher.|
|Maths||The students’ work follows our usual program of study.
Mostly interactive: MyMaths, Mathspad, Mangahigh, Seneca.
Additional HL sheets will be set, ideally printed or work from screen, on paper.
|On the days where students were due to have the lesson, sometimes by two teachers if shared.||MyMaths, Mathspad, Manga, Seneca high will self-mark.
HL answers will be provided the following week, attached to ClassCharts, or via email.
|There is an outline of our Program of Study on the College website.|
|Music||Students have been sent an email with work detailed on it.||On the days where students were due to have the lesson.
Work to be completed by 1st May.
|Self-mark; Mrs Robertson will send out answers in the coming week.
7UE will be communicated with via Soundtrap projects.
|PE||Students will be set work weekly through ClassCharts. Work set will be in the form of exercise plans and videos for students to complete at home.||Weekly. At the start of the week with the idea that students are doing something active every day.||Students will have completed an initial fitness testing table that they update weekly. This is to be sent in fortnightly to their PE teacher.|
|PRCE||All students will be working through a project set on ClassCharts||The 1st project is due to be completed by the 22nd May, over 7 weeks, at 1 hour per week.||Send photos of the final project to your teacher.|
|Science||Students will be set work by their class teacher on ClassCharts. As some classes have 2 teachers, students may have 2 teachers setting work.||This will be set for the lesson that students have that day.||The class teacher will identify on ClassCharts which task is to be returned for feedback. This will be approximately every 6 lessons.|
|Spanish||All students will be working with Active Learn set on ClassCharts||On the days where students were due to have the lesson.||The work is automatically marked but students can have several attempts to improve. Teachers will monitor progress by accessing students’ accounts remotely||All students have been sent a link to Spanish stories with read along activities and translation and comprehension tasks.|
POP ART RESEARCH: TASK 1
- 2 to 4 A4 pages of research presented on the computer, these can be printed in colour on your return to school.
- Over 2 to 4 pages in your sketch book
Research the work of the Pop Artists. Choose from the following list: Andy Warhol, Peter Blake, Roy Lichtenstein, Jasper Johns, Claes Oldenburg, Keith Haring, Yayoi Kusama, Wayne Thiebaud
- Your Research should show that you have thought about how you are presenting your work e.g. on a pre prepared background, the background reflects the style of the work being presented.
- Include a title(s)
- Facts about what Pop Art is about, list of pop Artists.
- Information about at least 2 of the artists you have researched
- 4 to 8 examples of the Artists work
POP ART RESEARCH: TASK 2
Draw a pair of shoes or boots on A4 paper using line. Add colour to make them look like a pair of POP ART boots/shoes.
Years Seven and Eight are now more confident with using Microsoft Teams. Teams can be accessed via the Settle College website:
- scroll to the bottom of the website
- click on Webmail
- log in using their email address which is email@example.com
From here students should be able to access Teams via the email waffle and their one drive. Students have been encouraged to save all work for all subjects in one drive. In the event of school closure, Mrs Partridge will post a message on Teams to tell them lesson they should be following.
On teams, all students’ lessons are on their class notes. They can follow the instructions on class notes to complete lessons.
- https://studio.code.org/projects/public pick a project and make it
- …and of course, you could work on your iDEA badges! https://idea.org.uk/
Access ClassCharts for weekly tasks which will be set for each Year group. (eg, make a model of a theatre, research a famous actor, etc)
- Ensure you regularly check ClassCharts as teachers will upload work.
- Access the following website: https://www.bbc.co.uk/bitesize/subjects/z3kw2hv
Work through: fiction texts and non-fiction texts. Spelling, punctuation and grammar.
All students can attempt Reading skills and Writing skills too.
- Seneca learning – KS3 English: De-coding words and Spelling, Punctuation and Grammar.
- Reading for 20-30 mins a day. Years 7 and 8 can access accelerated reader to do their online quizzes as they do in Library lessons.
- Active teach Studio 1 and Studio 2 (Yr7/Yr8 French) can be assessed on Moodle in MFL.
- All students (French + Spanish) can work on Memrise for their vocabulary.
|Year 7 – Misconceptions of Place|
Produce a map to show different famous landmarks of the African continent, you must include at least 10 landmarks, locate them, name them and show why they are ‘famous’ or important.
There are many misconceptions of Africa, find 7 common misconceptions about Africa and create a piece of work showing:
(Hint: Use images to help you and thinking maps to show work)
Somalia is a country in Africa that used to be full of fisherman, now it is full of Pirates – using news articles and written pieces from your research, find an article and use it to describe who these people are and why have they become pirates?
Parents/ Guardians: There is a film called Captain Phillips, but it is a 12A, please check the reviews and information/ advice on viewing before allowing your child to watch this.
Students: Please ask permission before you watch it, if you choose to as part of your research.
(Hint: You could use a Circle map to help you identify things to do with the Somali pirates, using the frame of reference to give your reasons)
|4. Investigate (research)
Coltan (a combined mineral) is essential for your smart phones! Complete a piece of research to show the following:
Time to choose two African countries (try to pick ones that are very different – could be different climates, ecosystems, population sizes, wealth)
Create two factfiles to compare each country:
You should use annotated photos to help you do this.
|6. Watch and evaluate
David Attenborough: Seven Worlds, One Planet: Africa
Available to view for free on BBC iplayer.
Using thinking tools, gather information on the nature of the African continent – you must include the different types of environment and mention of the people who live in them. What is life like for these people/ animals?
Which environment is likely to survive the longest and why? Consider the threats to each one!
|7. Educate and share
A continent with 54 countries on it, produce an infographic to show how Africa is a misunderstood and divide continent. You must include:
(You can produce this online using free infographic makers or using paper!
Work will be set for each class on Class Charts. A useful website for additional research is BBC Bitesize KS3 History.
We will post specific work, if required, on the website or via group email or class charts, or by setting tasks on MyMaths or SENECA. This may also involve access to HAP for e.g. HL documents.
- MyMaths – online lessons followed by online homework questions. www.mymaths.co.uk
- Corbettmaths – www.corbettmaths.com unrestricted access to videos, worksheets
- Mathspad website – www.mathspad.co.uk some students may have logins depending on teacher. Otherwise free interactive resources and worksheets are accessible.
- Transum website – www.transum.org
If needed, tasks will be set via student email.
All work to be set via ClassCharts – work set will be based around exercise in your home.
Whilst we are all off school it is very important that we try and stay as active as we can. There may be some of you who cannot leave your house and others who can. Those who are lucky enough to be able to go out please make the most of this. The best work we can set as a PE Department is to go out for a run, walk, cycle. The physical and mental benefits of exercise are highlighted below and it will be more important than ever that we try our best to remain fit and healthy during this period.
As a department we will be providing resources and ideas for you to stay active in your own home. Bravely – Miss Farrar has opened a Youtube channel that she will upload workouts to for you all to try in your house. We will also be sending out specific work/ideas to you via ClassCharts.
In the event of school closure work and resources for all Year 7 and 8 pupils will be published via classcharts. Useful websites also include:
Lessons will be set by the designated teacher of that class on ClassCharts, and will include instructions, resources and tasks to complete.
Year 7 are currently studying either reproduction, elements and compounds or electricity. Below are the outlines for these topics:
|1||Sex cells, fertilisation, female repro. system|
|2||Male repro. system, journey of sperm|
|4||Placenta, maternal lifestyle, birth|
|5||Menstrual cycle, puberty|
|6||Flower structure, flower dissection|
|7||Pollination, fertilisation, seed & fruit formation|
|8||Quantitative investigation of seed dispersal|
|9||Importance of plant reproduction / insect pollination in human food security|
Elements and compounds
|1||Elements, symbols, properties of elements|
|2||Metal properties, unusual metals, non-metals|
|3||Compounds, properties of compounds vs elements, writing equations|
|4||Mixtures; separating mixtures, plan expt. to separate mixture, filtration, evaporation|
|5||Complete expt., properties of compounds vs elements/mixtures, particle diagrams|
|1||Electrical safety, drawing circuits|
|2||Series circuits, making circuits, adding bulbs|
|3||Parallel circuits, uses|
|4||Current, ammeters, parallel vs series|
|5||Chemical energy in batteries, battery and bulb ratings, measuring voltage, relationship between rate of transfer and energy used|
|6||Resistance, calculation, conducting vs insulating|
|7||Magnetic interactions and fields|
|8||Navigation using magnets, Earth’s magnetic fields, making magnets, hard and soft magnetic materials|
|9||Magnetic field in wire & solenoid, electromagnets, D.C. motors|
- Students are able to access a raft of resources on moodle- available on the school homepage at the bottom.
- The textbook for year 7 is available online at
This will be a useful resource for students to access to support their work. In some cases staff may set questions or tasks from these textbooks to support.
- BBC bitesize is also available for KS3 science. https://www.bbc.co.uk/bitesize/subjects/zng4d2p
- Spanish: Active Learn can be accessed for Yr7 / Yr8 (passwords shared to students via emails)
- All students (French + Spanish) can work on Memrise for their vocabulary.