Year 7 - Perins School

Year 7 Information Evening
• Overview of Year 7 – Paula Kennedy KS3
Manager and AHT
• English – Brita Yates
• Maths – Alexei Western
• Science – Sarah Henderson
• FOP – at the back of the hall
• A reminder of where to find this information
Opportunities to come into school
• The Core information evening
To come this term:
• 11th November meet the tutor
• 1st December one to one review day
• 16th Christmas concert (St John’s Alresford)
Due to get a short report on 21st November
One to one day on 1st December
Second short report in the Spring term
Full report in the Summer term
Parents evening tbc
Perins Gateway
• Parents have been sent names & passwords at
the start of October.
Perins Gateway
• After half term students will be placed in
• Sets for Maths (1-4)
• Groups for English (colours)
• More and more emphasis on these skills for GCSE.
Place students into groups to focus on knowledge and
• Groups will be in the students’ half of the year so will
not affect other lessons.
• Allows more flexibility than before , teachers can move
students between sets when appropriate to the child.
In January – the other classes will also move
into different groups.
Science will set (1-4)
Humanities loosely set. ICT set with humanities.
Drama, PE, DT, Art, Music, MFL all mixed groups
to get the best out of the students.
Students will remain in their English and Maths
Changes to GCSEs
assessment in
How to support your child.
Home work or IL - IL club available every day
Acting on feedback
Study skills
Home school relationship
The extras
Transformational learning
What skills do employers desire?
CBI: Confederation of British Industry.
First Steps report
What is it that small, medium and large companies need young
people to bring with them into the world of work? – that’s not
just exam results. ‘It’s actually about the characteristics, values
and habits that last a lifetime. Businesses thrive working with
young people who are determined, optimistic and emotionally
intelligent,’ so the education system must focus on ‘helping them
to be rigorous, rounded and grounded.
What skills do employers desire?
CBI: Confederation of British Industry.
First Steps report
What is it that small, medium and large companies need young
people to bring with them into the world of work? – that’s not
just exam results. ‘It’s actually about the characteristics, values
and habits that last a lifetime. Businesses thrive working with
young people who are determined, optimistic and emotionally
intelligent,’ so the education system must focus on ‘helping them
to be rigorous, rounded and grounded.
Skills for life-long learning
•Contents 
•Qualifications 
•Mental Skills & Attitudes?
Your child may be going into a job
that does not yet exist!
3 lessons
Whole year group
Mixed Ability
1 Teacher each class
Real Projects!
(society moves faster
than the curriculum)
Self Manager Progression
• Make a list of the tasks I have to do
• Check the time regularly to makes sure I know how
much I have left
• Use other people to help keep me on task
• Create a plan to prioritise my time and tasks
• Persevere when things don’t go the way I planned
• Be thoughtful and consider other people’s feelings
when I make comments and decisions
• Review and edit my plan of priorities during a project
• Be confident in taking risks, by weighing up all the
advantages and disadvantages
• Change my approach to motivate others to overcome
Connect with
Brita Yates
Year 7 English Information
During the course of this year your child will:
Follow a number of different Modules in English:
• READ related stories, plays and poetry;
• RESEARCH into a related topic;
• STUDY aspects of language and style;
• WRITE in a wide variety of ways (e.g. stories, poems, descriptions, articles;)
• SPEAK in a variety of situations
• LISTEN to adults and other students for a variety of reasons;
• USE audio and audio-visual devices, word processors, research software,
databases, desktop publishing programs, Moodle and access the Library at
all times.
What happens in lessons?
English Year 7 Curriculum
• Autumn Term 2014
• Who are you? – transition unit from Primary School;
focus on Speaking & Listening
• Non-fiction: Animals – the focus is on Writing with
some reading
• Poetry: Emotions – the focus is on Reading and
speaking & listening
• Spring and Summer Terms 2015
• Narrative: Ancient Myths
• Description: Heroes and Villains
• Shakespeare: Macbeth
• In depth study of a classic novel
The classic novels we study:
• Year 7 – Charles Dickens
• Great Expectations
• A Tale of Two Cities
• Oliver Twist
• Year 8
Pride and Prejudice
War of the Worlds
The Lost World
Hound of the Baskervilles
Sherlock Holmes stories
• Year 9
Far from the Madding Crowd
Silas Marner
Wuthering Heights
All of the English modules are on our VLE, Moodle,
to which you have Guest Access – or you can ask
your son or daughter to take you on a guided tour!
How does Accelerated Reader work?
• All Year 7s are enrolled on the Accelerated Reading
programme through the Library (they also have a private
reading session during one tutor time a week and a
dedicated reading time in their English lessons.)
• Accelerated Learning is a programme of small group
lessons set up by the English Department to support those
pupils who are Level 4 in general but have a specific Level
3 in Reading or Writing with the aim to integrate them into
full classes as soon as they are a secure Level 4
• Those pupils on Level 3 and below are supported through
the Learning Support Department
What about homework?
• Homework is set regularly through the Department
and takes the form of:
– Set tasks: Knowledge about language homework sheets on
Moodle (grammar for want of another name!) – may work
through at their own pace, expected one per fortnight
– Reading reviews through the Library – expect one per halfterm
– Specific pieces of work, related to class work, set by their
English teachers
– Students will be expected to read widely and to record
their responses. Children should aim to read ten novels
during Year Seven.
APP – what’s that?
• Assessing Pupils’ Progress – a system of continuous assessment which is a
mixture of formative assessment through daily classwork as well as
summative assessments at key times in the year (e.g. November to aid
• Each term
– Assessments are undertaken dependent upon which module children
are studying – these cover: Reading, Writing and Speaking & Listening
with equal diligence
– A half-termly Reading Comprehension with an element on Literacy
Assessment cont.
• Students will be encouraged to assess their own
• Students will be encouraged to comment constructively on
each other’s work.
• Teachers will highlight successful parts of students’ work and
identify areas requiring improvement.
• Together the student and teacher
will set targets for improvement.
What about results?
• Perins Gateway allows access to the most
current level in Reading, Writing and
Speaking & Listening
• Year 7 are set yearly target levels based on
their CATS results and KS2 levels
• Pupils should progress two sub-levels each
• Termly and half-termly checks of individual
progress are made by senior staff and within
the department to check pupils are on track
to meet their targets
Reading – it’s harder!
• No longer are pupils assessed on AF1
– Use a range of strategies, including accurate
decoding of text to read for meaning
• Assessing Reading in Year 7 has a greater focus
on AFs 4 & 5 and is through written responses
– 4: Identify and comment on the structure and
organisation of texts, including grammatical
and presentational features at text level
– 5: Explain and comment on writers’ use of
language, including grammatical and literary
features at word and sentence level
• My child doesn’t appear to have much homework
Homework is set regularly – check SMH, contact your child’s teacher or contact
• My child appears to have stuck on Level 5.
They change up a gear in texts and a greater focus on some AFs often give the
appearance that your child has stalled; don’t worry, they are honing the skills
learned in Primary school. Very often the largest leaps in Language levels happens
in Year 9.
• My child seems to have stopped reading.
This is quite common when starting secondary schools with the increase in
subjects studied. All children are encouraged to read independently but be
reassured that they will read at least three novels/sets of short stories and a
Shakespeare play every year in Key Stage 3 plus they will be encouraged to read
widely using the Accelerated reader program.
• My child seems to do most of the work on a computer.
As an e-learning school we believe in the value of using contemporary technology working hand-in-hand with further development of the necessary skills of writing by
hand - therefore we expect a number of the assessments (and all the Reading
Comprehensions) to be completed by hand.
What does this mean for you?
• Support their reading – check Accelerated Reader on-line – read with
• Look at Show My Homework
• Support them with homework – but please don’t do it for them
• Keep in contact – this is a partnership!
• If they let you - - -!
read their work to see what they are doing and comment in your child’s
exercise book
• Be sure they have the correct equipment
Children will need a fountain pen/biro( blue or black and red), colouring
pencils, highlighters, a ruler, and an eraser.
English teachers in Year 7
Feel free to contact us should a problem or query arise.
Email is our preferred method of communication:
English Group
English Class teacher
Contact point
Mrs Yates
Mrs Crafford
Miss Hallett
Mr Barber
Mrs Yates
Miss Hallett
Miss Cross
Miss Scott
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Colin Forrest-Charde
[email protected]
Alexei Western
Year 7
The maths team
• Mr Western
• Miss Griffin
• Mr Locke
• Mrs Wadey
• Mrs Exley
• Miss Chahal
• Mrs Miller
• Miss Ball
• Mrs Palmer
• Mr Nevola
Year 7 in a ‘nutshell’
• Projects (using and applying)
• Fluency of fundamentals
• Streamed on ability from Autumn half term
- KS2, Entry test, CATS, Teacher recs
• ‘One step back a sideways stagger and 2 steps forward’
- Broader levels from KS2
• Assessments
Maths outside of lesson time
• Extra curricular
– UKMT Maths Challenges – logical maths competition
– Half termly competitions
– Puzzle club
– Homework help
– Trips
– STEM club
Sarah Henderson
KS3 Curriculum
Course Structure
• Science is split into the 3 Sciences:
– Biology
– Chemistry
– Physics
6 modules per Science
Each module is 10 lessons
Test at the end of each module
Taught over two years and first half term of
Year 9
Course Structure
Structured Levelled Questions
Self Assessment Sheets
APP: Assessing Pupil Progress
Moodle Course
End of unit tests
QWC is now
part of all
GCSE units
Prepare students for
GCSE longer answer
How can you help your child at home?
• Ask them to explain what they have been
doing in class
• Use
/teacher to help support IL at home
How can you help your child at
• Use KS3 BBC bitesize:
• Encourage them to watch science programs at
Home experiments
• Carry out mini experiments at home
– Marvin and Milo
– Sciencebob
– Steve Spangler Science
Feedback on
post its.
All on our website.
First three rows to Maths – Turing
Next three rows to English – Library
Rest to Science - Newton

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