Year 7 Curriculum Information Booklet 2018 - 2019

Curriculum Information Booklet
Key Stage 3
2018 - 2019
Year 7

Vision and Values
Aspirat primo fortuna labori
Fortune smiles on our first effort
Students have identified the following as the key values of Stretford Grammar School
Ambition
Equality
Respect
Kindness
Endeavour
Achievement
Trust
Ambition is the school’s overarching value. Each term a key value is promoted
through displays, the school calendar and the school website.

Calendar of Events for Year 7
14 th September 4.00 pm – 5.00 pm Parent Drop In
19 th September Year 7 Welcome Evening
25 th September School Photographer
25 th September 4.00 pm – 5.00 pm Parent Drop In
5 th October 4.00 pm – 5.00 pm Parent Drop In
8 th October – 10 th October Conway Residential
17 th October 4.00 pm – 5.00 pm Parent Drop In
19 th October Non-Uniform Day
22 nd October – 26 th October Half Term
30 th November – 2 nd December French Christmas Market in Lille
5 th December Christmas Concert
21 st December School Closes for Christmas
7 th January School Re-opens for the Spring Term
16 th January Parents’ Evening
Week Beginning 28 th January
School Performance Week
11 th February – 15 th February Half Term
6 th March World Maths Day
20 th March Active Learning Day
29 th March School Closes for Easter
15 th April School Re-opens for Summer Term
1 st May 7.00 pm Spring Concert
7 th May – 10 th May Year 7 Examination Week
27 th May – 31 st May Half Term
10 th June – 11 th June Humanities Presentation Evenings
9 th July Sports Day
11 th July Awards Evening
Week Commencing 15 th July
Active Learning Week
19 th July School Closes for the Summer

Assessment and Reporting
The purpose of assessment is to enable an informed judgement to be made about a
student’s knowledge, understanding, skills and attitude. During your child’s academic career
at Stretford Grammar School assessment is a continuous process which is integral to the
teaching and learning cycle. For every subject your child will be assessed at various points
throughout the year and these assessments will be used to inform you about the progress
that your child is making in that subject area.
During each term you will receive a data capture report that contains a working at grade
(WAG), a target to improve sentence and an attitude to learning grade. The WAG indicates
the current level of attainment at the point in time of the report. This grade is based on the
formative assessments that take place during the year.
The WAG reflects the new grading system that has been introduced at GCSE. The 1-9
grading system is used through Key Stage 3 and Key Stage 4. Each grade reflects a set of
skills and knowledge that are specified for each subject area. Below is the expected flight
path of academic progression that your child will be tracked against.
Year
Group
Progression Flight Path
11
10
9
8
7
Grade 1 2 3 4 5 6 7 8 9
Old Grade G F E D C B A A* A* +
The Working At Grade will reflect whether a student is making progress at a level that is at
the top of a grade skill descriptors (+), making the expected progress within the grade skill
descriptors (=), or making progress that is at the beginning of the grade skill descriptors (-).
The target to improve sentences will provide your child with specific advice on how to make
further progress. The attitude to learning grade reflects your child’s approach to their studies.
Assessment should be based on clear, consistent criteria which are known and
understood by both teachers, students and parents/carers, and are guided by
national criteria and statutory requirements where appropriate.

In order to achieve consistency, assessment practice should be subject to effective
moderation and standardising procedures, including regular work scrutinies, learning
walks and departmental Quality Assurance.
A wide range of assessment techniques should be used in different contexts and for
different purposes.
Assessment should provide opportunities for effective differentiation to take place.
Assessment should be supported by a wide range of evidence collected over a period
of time which provides a fair and thorough representation of students' skills,
knowledge and understanding.
Students should be involved in the assessment process so that they are encouraged
to take responsibility for their own learning.
The assessment process should recognise achievement, not just attainment, and
seek to increase students' confidence and motivation.
Assessment should support individuals in identifying strengths and weaknesses,
enabling future learning to be planned through targets to improve, and assisting
them in decision-making.
Assessment practice should be monitored regularly and systematically and
assessment procedures modified if necessary as a result.
The results of assessment should be systematically recorded and used to report to
parents/carers on their children's attainment.

About our curriculum
All students at Stretford Grammar School follow a broad and balanced curriculum. The
curriculum is designed to engage and challenge all students to thrive to achieve their full
potential, both in their studies and in developing as young people equipped to live happy and
fulfilling lives in modern Britain and beyond. We aim to develop confident, considerate and
successful young people, who enjoy and appreciate the value of learning and citizenship,
ready to make a positive contribution to their local communities and to society.
Students’ social, moral, spiritual, cultural and physical development at Stretford Grammar
School is essential to their development as young people. All curriculum areas contribute to
this programme, alongside specialist provision within Religious Education and through the
Personal, Social, Health and Citizenship Education (PSHCE) programme which focusses on the
areas of sex and relationships, careers, health, democracy, the rule of law, individual liberty
and mutual respect and tolerance of those with different faiths and beliefs.
All students in Years 7 to 11 follow the national curriculum which is divided into
Core Subjects – English, Mathematics and Science
Foundation Subjects – Art, Geography, History, Computing, Modern Foreign
Languages (French, Spanish), Music, PE, Religious Education, Design Technology and
PSHCE
All subjects are taught in mixed ability groups in Year 7 and students will be placed into sets
for some subjects from Year 8, whilst others will continue to be taught in mixed ability
groupings.

Curriculum Allocation
Number of lessons on a two week timetable cycle, of one hour each
Art 3
Design Technology 3
English 6
Geography 3
History 3
ICT and Computer Science 2
Mathematics 6
Modern Foreign Language 6
Music 2
Physical Education 4
PSHCE 2
Religious Education 3
Science 6

Art
Art is taught to all students at Stretford Grammar School at Key Stage 3, and the National
Curriculum Programme of Study for Art & Design (2014) is used as the basis for curriculum
planning and delivery, as this provides the most recent detailed and applicable content.
Within each Unit, there may be anything from 2-4 individual items of homework set. On
submission, these will be given a mark and summative/formative comments.
Once a Unit is completed, the students are given a Self-Assessment sheet in which they
reflect on their work, and look forward to their future development. These are then
completed by Art staff with assessment and formative comments.
N.B. Apart from the Entry Level Tests, for all Units of Art work at Key Stage 3 there may be
variations in the processes and outcomes involved. The reason for this can be practical,
such as availability of resources and materials, but is more often because the Units
themselves have been designed to be open to individual staff and students’ interpretation
and experimentation. This is the nature of Art.
In Year 7 the aim of the year is to establish basic skills that will help the student in their Art
work at Key Stage 3, and to develop the students’ confidence in a variety of techniques and
outcomes. We would like them to finish the year happy with and confident in their Art work.
Unit 1 – Entry Level Tasks
In order for us to assess a starting level of
ability for all our Key Stage 3 students,
within the first few Art lessons in Year 7 we
ask the students to complete the following
tasks:
An observational Self-Portrait
classwork task using pencil, pencil
shading and a mirror (1 hour).
An expressive Self-Portrait classwork
task using pencil, coloured pencil
and a mirror (1 hour).
A research presentation homework
task on Vincent Van Gogh (2 hours).
When these Tasks are completed, the Art
staff moderate the entire Year 7 group’s
work, and assign starting levels of ability,
as well as Targets for the end of the Year.
Unit 2 – Colour Theory
Students will study the following within this
Unit:
Painting techniques
Primary, Secondary and Tertiary
Colours
Complementary Colours

Tints and Shades
Possible techniques include:
Painting
Collage
Coloured Pencil
Unit 3 – Fantastic Animals
Students will study the following within this
Unit:
Coloured Ink techniques
Collage techniques
Illuminated Manuscripts
Bosch/Breugel
Mythological Creatures
Possible techniques include:
Collage
Dip-pen & ink
Coloured Ink
Painting
Coloured Pencil
Felt-Tips
Unit 4 – Repeat Patterns
Students will study the following:
Tessellation techniques
Printmaking
M.C. Escher
Plane Divisions
Possible Techniques include:
Polystyrene Printing
Coloured Pencils
Felt-Tips
Collage
Additional Information
An Art Exam will take place during the year. This will take the form of a two-part practical
task, including an observational homework component, and a creative design class work
component.
Mr. C. Lea – Curriculum Leader for Art
art@stretfordgrammar.com

Design Technology
Using creativity and imagination, students are encouraged to problem solve within a variety
of contexts and practical skill based areas. They will work with different materials including
woods, plastics and card, acquiring a broad range of subject knowledge and draw on
disciplines such as mathematics, science, engineering, computing and art. In Y7, and across
KS3, students will also study Food and Nutrition, where they will be taught how to cook a
variety of different dishes and apply the principles of nutrition and healthy eating.
Rotation 1 – Key Drawing
and Presentation Skill
Development
Students will practise and develop a range of key
drawing and presentation skills to help them
communicate their ideas effectively. The skills they will
cover are:
Shade, tone and rendering
Isometric drawing
Orthographic drawing
Rotation 2 – Materials and
Make: Wood
Students will practise and develop skill in working with
wood to create their own ‘block head’ toy. They will
cover a range of topics and skills within the workshop
area including:
Workshop health and safety
Use of a tenon saw
Use of the pillar drill
Laminating process
Marking out and measuring
Knowledge and understanding of different types
of woods.
Design specification and idea generation
Rotation 3 – Food
Preparation and Nutrition
Students will undertake a range of culinary tasks,
developing skills in different kitchen practices. They will
learn about healthy eating and balanced diets, develop
skills in the use of the hob through boiling and frying,
use of the oven and safe cutting techniques. Content
includes:
Eat well guide
Kitchen health and hygiene
GDA
Fruit salad practical
Red pepper and tomato soup practical
Mushroom risotto practical
Scones recipe adaption practical

Evaluation and analysis
Rotation 4 – CAD
Students will learn about computer aided design and
how it can be used in product development and
manufacture. They will apply and develop skills in the
use 2D design to create an earphone wrap of their own
design using the laser cutter. Students will also be given
the opportunity to present their work in Autodesk
Inventor as a 3D model and 3D print their outcome.
Rotation 5 – STEM
Competition: Beat the
Flood
Students work in teams to problem solve in a real life
context. The challenge involves applying skills in Science,
Technology, Engineering and Maths to design and build
a flood resistant structure which will then be put to the
test as part of a whole year group competition. Students
will study the geography of the environment and
consider social and economic factors affecting their
communities in order to problem solve and create and
effective model structure that will ‘beat the flood’.
Additional Information
There may be a small cost to some rotation areas over the year in order to support the
department provide practical materials for design and make based projects. You will be
always be fully informed in advance and in writing by the department, and support is
available for any students with any financial concerns.
Mr. A. Palmer – Curriculum Leader for Design Technology (Maternity Cover)
design@stretfordgrammar.com

English
English is taught to all students in Year 7. Most classes will have a dedicated teacher,
although some classes are shared. Students follow the same curriculum at the same time,
regardless of which class they are in. Work centres around the study of some whole and
some part texts, including those taken from other cultures and the English Literary Heritage.
Unit 1 – Autobiography
Students will study extracts from famous
fiction and non-fiction autobiographies by
writers including Roald Dahl, Charles
Dickens and Meera Syal. They will practise
and develop the following skills:
Imaginative first person narrative
story-telling
Reflecting, editing, re-drafting and
improving written work
Understanding how authors create a
sense of character, time, place and
atmosphere
Writing about texts in an
appropriate analytical style
Assessment: Autobiographical writing;
analysis of character / setting
Unit 2 – The Breadwinner
Students will complete a class reading of
Deborah Ellis’s novel The Breadwinner,
about a girl growing up in Afghanistan
under Taliban rule in the 1990s. They will
practise and develop the following skills:
Empathetic and creative response to
character
The significance of context in
studying and writing about texts
What fiction can teach us about
world history, human rights and
other cultures
Writing in different text types
Appreciation of authorial skill
Assessment: Letter writing
Unit 3 – The Science of Invention
Students will study a range of non-fiction
texts with cross-curricular relevance. They

will practise and develop the following
skills:
The conventions of non-fiction
information texts
How to undertake useful and
appropriate research
Speaking and listening skills
Assessment: A formal spoken presentation
Unit 4 – Poetry
Students will study a range of poems,
including some from other cultures and
from the English Literary Heritage. They
will practise and develop the following
skills:
Understanding the range of
methods used by poets to create
meaning
Responding to poetry both
empathetically and analytically
Applying the skills of the poet
creatively
Understanding poetic narrative
Assessment: A formal analytical essay
about a poem
Unit 5 – Introduction to Shakespeare
Students will be introduced to the context
of Elizabethan England and will read and
study extracts from A Midsummer Night’s
Dream, developing and practising the
following skills:
Handling the challenges of
Shakespearean language
Understanding the importance of
Shakespeare’s influence on British
culture
Performing Shakespeare
Assessment: Shakespeare content is not
formally assessed. There will be a Year 7
exam at the end of this unit, which will
assess reading and writing skills

Unit 6 – Great Expectations
Students will read an abridged (but not
simplified) version of Charles Dickens’ novel
about Pip. They will practise and develop
the following skills:
Understanding and handling the
language of 19 th Century texts
Understanding how themes can be
built systematically throughout a
text
Responding empathetically to
character and situation
Writing in an analytical style about
character and setting
Assessment: A formal analytical essay
about character
Additional Information
Students will be given a novel for private reading in the first term of Year 7. There will be
independent homework tasks allocated on a weekly basis to monitor and assess the
progress of this reading.
Independent reading of fiction, non-fiction, newspapers and magazines, as well as watching
documentaries and listening to talk radio are all activities to be widely encouraged in young
students of English.
Mr. S. Howell – Curriculum Leader for English
english@stretfordgrammar.com

Geography
Geography is taught to all students at Stretford Grammar School and involves the studying
of a range of Physical and Human Geography topics. There is a focus on the local and
national scale Geography of Manchester and the United Kingdom respectively, as well as an
in depth look at the continent of Africa. Students will also complete a range of literacy and
numeracy skills including extended writing and graphical techniques. Lessons will be a
mixture of discussion, independent work, enquiry and ICT skills.
Unit 1 - Who am I?/What is
Geography
Students will study the following:
baseline assessment to establish
prior knowledge
fieldwork assessment based on data
collected from Year 5 students at
our previous open evening
how our own local, national and
international links can shape our
identity
the concepts of latitude and
longitude
Unit 2 – All About Manchester
Students will study the following:
OS map skills in relation to our local
area
assessment – What is the best site
for Manchester? Analysing why the
Romans chose the site they did for
the original settlement
population change in Manchester
regenerating Manchester after
industrial decline
migration and multicultural
Manchester
Unit 3 – Flood Alert
Students will study the following:
the causes of floods
flood management decisions
the use of GIS to assess and
manage flood risk

Unit 4 – Into Africa
Students will study the following:
Physical and Human Geography of
Africa
scale and diversity in Africa
misconceptions of Africa
Sierra Leone and the diamond curse
Ghana - an economic success story
Unit 5 – Coastal Landscapes
Students will study the following:
types of waves and their effect on
the coastline
erosional landforms produced by
wave action
depositional landforms produced by
wave action
the effects of coastal erosion on
people
Additional Information
The end of year exam will cover topics that have been studied over the course of the year
and will be a mixture of multiple choice, short answer questions and extended responses.
Miss E. Eeles – Curriculum Leader for Humanities
geography@stretfordgrammar.com

History
The principal aim of the History and Politics Department is to encourage interest in, and
enjoyment of, the past and to understand how it impacts on the present and the future.
Students should be inspired and stimulated by the teaching they receive and they will be
encouraged to widen their historical knowledge and develop skills which are readily
transferable to the wider curriculum.
The Department believes that students should be encouraged to think for themselves and
become inquisitive and critical citizens of the future. Students explore relevant questions
which will show the importance of the past.
Unit 1:
England before Hastings
Who were the Vikings?
Who were the Anglo Saxons?
Unit 2:
Why was England a Battlefield in
1066?
How far did the Normans change
England?
Unit 3:
Where the middle Ages measly?
Where the English a welcoming nation
in the Middle Ages?
What was England like before 1066?
What were the ‘invasions’ of
England before 1066?
Where the Vikings raiders or
traders?
Understand how historians know
the past: What evidence do we
have?
Who were the Anglo Saxons and
how did they live?
Why was there rivalry for the throne in
1066?
Why did William win in 1066?
How was William I able to take
control by 1076?
o Feudalism
o Church
o Town and village life.
o Legal system
o Government
Why did the Anglo - Saxons rebel
and fail?
How should we remember William
I?
Field Study: Castle Visit
Life in the middle ages:
Towns and villages
Jobs and leisure
The Black death and its impact
The Peasants Revolt and its impact
Crime and punishment.
Pastors letters of Love and family
Why were the Jews invited to
England and then expelled?

Unit 4:
Why was religion so important in
people’s lives in the middle Ages?
Unit 5:
Why did the English go on the
Crusades?
Who migrated to England in the
middle ages?
Why did they come?
Ideas of Heaven and Hell
What was the role of the church in
everyday life?
What was the impact of religion in
the middle ages?
o Architecture
o Crime and punishment
o Warfare
o Medicine
The rise of Islam
Significance of Jerusalem
What were the motivations of the
Crusaders
What happened?
What were the consequences?
Why do interpretations of Saladin
differ?
Unit 6:
Who had more power the church or
state?
Who had more power the Church or
state?
o Becket and Henry II
How powerful were the English
Monarchs?
o Magna Carta
o Edward I – Castles
o Wales and Scotland
How important were the English
Medieval Queens?
o Matilda and Stephen
o Eleanor of Aquitaine
The legacy and significance of the Middle
Ages.
Opportunities are available to take part in debate club on Fridays.
Additional Information
Homework support is also available at lunch times and after school.
An educational visit to Caernarfon Castle is also planned for all students to support their field
study in History.
Mrs. H. Allerton – Curriculum Leader for History and Politics
history@stretfordgrammar.com

ICT & Computer Science
ICT and Computer Science are taught to all students at KS3 at Stretford Grammar School. In
Year 7 the students follow a programme of study based on the English national curriculum.
Unit 1 – Digital literacy and e-safety
Unit 2 – Managing data using
spreadsheets
Unit 3 – Legal aspects of Computing
Unit 4 – Games programming
Students will study the use of networked
computers to plan and create school work.
This unit includes:
Effective use of Word processing
software
Online research and presenting of
work to a target audience
E-safety
Basics of cyber security
Students will begin to model situations
using data, perform calculations, and
analyse the results. This unit includes:
Structuring data
Performing calculations on data sets
Presenting data
Testing and modifying data models
Students will study and reflect on legislation
relating to the use of computers in the UK.
This unit includes:
Computer misuse
Copyright
Data protection
Harassment
Security and social engineering
Students will use software to create a game
using programming instructions to define all
rules and actions in the game. This unit
includes:
Abstracting game concepts
Use of selection, sequence and
iteration in programming
Use of variables and data structures
Coordinates and vectors in games
Additional Information
Mr. J. Stenhouse – Curriculum Leader for Computer Science.
computing@stretfordgrammar.com

Mathematics
Maths is taught to all students at Stretford Grammar School, following the National
Curriculum for Mathematics. Students are taught in their (mixed-ability) tutor groups.
Unit 1 – Data Data Handling Project: collecting
and processing data; displaying
findings
Unit 2 – Number Factors and Multiples of a number
Divisibility
Prime Numbers
Indices and Roots
Unit 3 – Geometry Angles: terminology and properties
Unit 4 – Algebra Algebraic manipulation
Using formulae
Unit 5 – Algebra Sequences: generating and finding
rules
Unit 6 – Number Place value
Calculation and solving problems
with decimals
Calculation and solving problems
with negative numbers
Unit 7 – Data Understand and use averages
Draw and interpret statistical
diagrams
Unit 8 – Number Calculate and solve problems with
fractions
Unit 9 – Shape Transformations: translate, reflect
and rotate a shape
Recognise properties of shapes:
symmetry and congruence
Unit 10 – Algebra Form and solve linear equations
Unit 11 – Shape Recognise and draw representations
of 3D shapes
Use drawing equipment to construct
shapes, given certain information
Construct nets of solids
Unit 12 – Shape Calculate areas and perimeters of
simple 2D shapes

Compound shapes
Volume and surface area of 3D
shapes
Unit 13 – Algebra Understand and draw graphs of
linear relationships
Find the gradient of a straight line
Unit 14 – Probability Calculate simple probability, using
theoretical and experimental
methods
Unit 15 – Number Understand and calculate with
percentages
Calculate simple percentage change
Ratio and simple proportion
Additional Information
Students have the opportunity to participate in the UK Junior Maths Challenge. Selection for
this is made in the Spring Term.
Mr. C.J. McAvoy – Curriculum Leader for Mathematics
maths@stretfordgrammar.com

Modern Foreign Languages : French
French is taught to half the year group at Stretford Grammar School and in Year 7
students follow the scheme of work set in the Studio 1 digital resource. Year 7 is the
perfect time to inspire language learning to build a strong springboard for their future
learning of French.
Unit 1 – C’est perso (It’s personal)
Students will learn how to talk about
themselves:
Mon autoportrait. My self-portrait.
Mon kit de survivre. My survival kit.
Comment je me vois. How I see myself.
Et les autres? And the others?
Il est hypercool! It is supercool!
Unit 2 - Mon college (My School)
Students will learn to talk about their
school in French:
Mes matières. My subjects.
C’est genial! It great!
J’ai cours! I have a lesson!
Au collège! At school!
Miam – miam! Yum,yum!
Mon collège au paradis. My school in
paradise.
Joyeux Noël. Merry Christmas.
Unit 3 – Mes passetemps (My hobbies)
Students will learn to talk about their
free time:
Mon ordi et mon portable. My computer and my
mobile.
Tue s sportif/ sportive? Are you sporty?
Qu’est-ce que tu fais? What do you do?
J’aime faire ça! I like doing that!
J’adore les sports extremes!
I love extreme sports!

Unit 4 – Ma zone! (my area)
Students will learn to talk about where they
live in French:
Là oú j’habite. Where I live.
Perdu dans le par d’atttractions. Lost in the theme
park.
Le weekend! The weekend!
Coucou! Hello!
Qu’est-ce qu’on peut faire à . . .?
What can we do at. . . ?
Unit 5- 3…2…1, partez! (3,2,1, let’s
go!)
Students will learn to talk about their future holiday
plans:
Les vacances, mode d’emploi!
Je me prepare. . . I’m getting ready . . .
Au café de la Plage. At the beach café.
Je vais aller en colo! I’m going to go on
holiday!
Mes rêves. My dream (holiday).
Additional Information
Students will learn about the culture from a variety of different Francophone countries.
They will have a strong grammatical understanding and they will always be encouraged to
use French spontaneously in the classroom.
Miss C. Ashall – Curriculum Leader for Modern Foreign Languages
mfl@stretfordgrammar.com

Modern Foreign Languages : Spanish
Spanish is taught to half the year group at Stretford Grammar School and in Year 7
students follow the scheme of work set in the ¡Viva! 1 digital resource. Year 7 is the
perfect time to inspire language learning to build a strong springboard for their future
learning of Spanish.
Unit 1 – Mi vida (My life)
Unit 2 - Mi tiempo libre (My free time)
Students will learn how to talk about the
following aspects of their lives:
¿Cómo te llamas? Introducing yourself and
making friends.
¿Tienes hermanos? Talking about siblings
¿Cuándo es tu cumpleaños? Talking about
birthdays
¿Tienes mascotas? Talking about pets.
Cómo soy. Talking about what you are like.
Students will learn to talk about their free
time in Spanish:
¿Qué te gusta hacer? What do you like to
do in your free time?
¿Cantas karaoke? Do you sing Karaoke?
¿Qué haces cuando llueve? What do you
do when it rains?
¿Qué deportes haces? Which sports do
you do?
¿Eres fanático? Are you a fan?
¿Qué haces en tu tiempo libre? What do
you do in your spare time?
La navidad en España.
Christmas in Spanish.
Unit 3 – Mi insti (My school)
Students will learn to talk about their
school and school life:
¿Qué estudias? What do you study?
¿Te gustan las ciencas? Do you like
Science?
¿Qué hay en tu insti? What is there in your
school?
Durante el recreo. During break
¿Te gusta tu insti? Do you like your school?
¿Cómo es tu insit? What is your school
like?
La educación en España : Education in
Spain

Unit 4 – Mi familia y mis amigos (My
family and friends).
Students will learn to talk about their family,
friends and home life.
¿Cuántas personas hay en tu familia?
How many people are there in your family?
¿De qué color son los ojos? What colour
are your eyes?
¿Cómo es? What is he/she like?
¿Cómo es tu casa o tu piso? What is your
house or flat like?
El carnival en famila. Family celebrations.
Autorretrato. Video production all
about yourself.
Unit 5- Mi ciudad (my town)
Students will learn to talk about their town.
¿Qué hay en tu ciudad? What is there in
your town?
¿Qué haces en la ciudad? What do you
do in town?
En la cafeteria. In the café
¿Qué vas a hacer? What are you going
to do?
¿Te gusta tu ciudad? Do you like your town?
Mi vida en la Habana. My life in Havana.
Additional Information
Students will learn about the culture from a variety of different Hispanic countries. They
will have a strong grammatical understanding and they will always be encouraged to use
Spanish spontaneously in the classroom.
Miss C. Ashall – Curriculum Leader for Modern Foreign Languages
mfll@stretfordgrammar.com

Music
Music is taught to all students at Stretford Grammar School and the aim is to ensure
students can read Musical Notation of various forms, compose and perform in different
styles and be able to identify key features of different Musical Genres by the end of Year 9
in order to prepare them for KS4. Lessons are mainly practical with an opportunity to
work alone, in pairs and in larger groups for half termly assessments. Some lessons will
include some written, listening and brief analysis work. There is always a wide variety of
extension tasks for those students who play an instrument and read Music so they have
the same level of challenge as someone in the class who is new to the subject.
Unit 1 - Introduction and the
Elements of Music
Unit 2 – Musical instruments and
developing Performing skills
Students will:
Complete a baseline assessment to
find out prior knowledge which
includes written, listening and
practical activities.
Understand and use the Elements
of Music to compose short
compositions.
Learn to read graphic scores and
perform from them
Take part in whole class singing to
prepare for the Christmas Concert
Look at rhythm patterns and be
able to use them in groups.
Have an introduction to reading
and performing on keyboards using
stave notation.
This unit includes:
How sound is produced and how
different Musical instruments work.
Introduction to the 5 finger
keyboard technique.
Whole class performance work to
develop ensemble skills.
Learning riffs and looking at how
layers of Music can be used.
Composing Pentatonic ostinato
patterns which can then be
performed.
Refining whole class singing and
performance as a Year group in the
Christmas Concert.
Termly evaluation and test of work
covered since September.

Unit 3 – Rhythm and Pulse
Students will study the following:
Understanding the difference
between rhythm and pulse.
Composing more adventurous
rhythm patterns and performing in
groups.
Looking at Samba Music and
rhythms.
Perform compositions based on
Samba rhythms and features.
Preparation for the Spring Concert.
Unit 4 – Traditional Music of the
British Isles
Students will study the following:
The features of Folk Music
Performing and singing using the
aural tradition.
Compund time signatures and be
able to use Jig rhythms when
performing and composing.
Preparing a folk song for the Spring
Concert.
Unit 5 – Developing Performance and
Composition skills
Students will study the following:
Look at the concept of steps and
leaps in Music and how it affects
performing and composing.
Performing Music that follows an
AABA structure.
Introduction to the Chromatic scale
and composing using it for a
purpose / story.
Performing a folk song at the
Spring Concert.
Unit 6 – Mystery and Imagination
Students will study the following:
Year 7 listening and written
examination.
20 th Century techniques that
composers use including Serialism,
Aleatoric Music, extended use of
Graphic scores
The will also spend time
performing, composing and
listening in each of the different
styles.
This unit consolidates the work
completed over the year.

Additional Information
Opportunities are available to have instrument lessons for 20 minutes or more with a
specialist instrument teacher. All students are encouraged to get involved at least one of
the many extra-curricular clubs on offer.
An educational visit to see the Halle Orchestra to support the learning is available in March
of Year 7.
Mrs. K. Swales – Curriculum Leader for Music
music@stretfordgrammar.com

Physical Education
PE is an integral element of the curriculum and accessible to all students. Students
undertake four hours of PE over the two week timetable cycle.
Boys – Term 1
Students will undertake the following key
elements
Fitness
Football
Cross Country
Gym
Girls – Term 1
Students will undertake the following key
elements
Netball
Fitness
Cross Country
Boys – Term 2
Students will study the following key
elements
Rugby Union
Rugby League
Basketball
Hockey
Girls – Term 2
Students will study the following key
elements
Dance
Rugby
Netball
Football
Hockey
Boys – Term 3
Students will study the following key
elements
Handball
Athletics
Tennis
Cricket
Girls – Term 3
Students will study the following key
elements
Athletics
Tennis

Rounders
Additional Information
Opportunities are provided for students to undertake sports outside of the timetabled
curriculum.
Mr. S. Hodgson – Curriculum Leader for PE
sport@stretfordgrammar.com

PSHCE
PSHCE is taught to all students, however, there is a parental/carer right of withdrawal from
Sex and Relationships Education. The taught element covers areas such as financial
capability, careers and emotion and healthy well being.
Unit 1 – Being Me
Students will study issues relating to
personal identity and the influences they
have on the choices they make:
What makes us human?
Who do I think I am?
What is meant by a group identity
and how can we develop this in
school?
What influences the choices we
make?
What are the origins for my name?
Unit 2 – Diversity
Students will study the issue of stereotyping
various groups in society ad how these can
be challenged:
What influences the attitudes I
have?
What is a stereotype and what
stereotypes are there?
How can we develop empathy for
others and how would this look?
Disability discrimination in society
Sex discrimination in society
Unit 3 – Health Matters
Students will study issues relating to body
image in their own lives and how the media
influences this. They will examine the
changes happening in the body and
investigate drugs in our society:
Body image and the media
Healthy eating and exercise
A healthy body and a healthy mind
The changes brought about by
puberty
The media as as an influence on
body image
Drugs – an introduction to the law
and different types of drug – legal
and illegal

Unit 4 – Relationships
Students will study the different
relationships and roles they have whilst
investigating ways of managing conflict:
The importance of different
relationships
The individual nature of a
relationship
Communicating within a relationship
Handling conflicts within friendship
groups
Relationships as something to be
celebrated
Unit 5 - Risk
Students will study issues relating to peer
pressure and how they can analyse the risk
when making a decision:
What do we mean by risk?
How are risk and temptation linked?
Peer pressure – balancing
expectations
First Aid
How to reduce risk
Unit 6 – Your Money and Your Life
Students will study staying safe on line and
the risks and benefits of shopping on line –
looking particularly at scams and fraud:
Cyber bullying
Staying safe on line – mobiles,
computers and tablets
The risks and benefits of buying on
line
How can I tell what is true or not on
line?
Additional Information
PSHCE is closely linked with the programme within form time and with assemblies to
reinforce learning outside of taught lessons.
Mr. I. Nicholson – Assistant Headteacher
pshce@stretfordgrammar.com

Religious Education
RE is taught to all students at Stretford Grammar School and in Year 7 the Trafford Agreed
Syllabus for Religious Education 2016 is used as the basis for curriculum planning and
delivery. Parents/carers have the right of withdrawal from the teaching of some or all of RE.
Unit 1 – What is challenging about
being religious in the UK Today?
Students will study the following key areas
with reference to Christianity, Islam,
Sikhism and Buddhism:
What do we mean by commitment
and identity?
Religious prejudice and
discrimination in the UK and how
religions tackle this
Key beliefs from Christianity, Islam,
Sikhism and Buddhism in relation to
the fundamentals of faith
Reflection on the challenges faced
by teenagers in relation to being
religious in the UK
Unit 2 – Why is there suffering in the
world?
Students will study the following key areas
with reference to Christianity and
Buddhism:
The origins of suffering according to
religion
The problem of evil and a Creator
God
How Buddhism regards the problem
of evil without a Creator God
How people can overcome suffering
What are the solutions to evil and
suffering in the world today?
Unit 3 – How relevant is religion in the
21 st Century?
Students will study the following key areas
with reference to Christianity:
What is the relevance of religious
texts and teaching today?
Ethical theory – situation ethics and
Joseph Fletcher
How radical was Christianity in the
first century?

Unit 4 – How can religious people
express spirituality through art and
music?
Students will study the following key areas
with reference to Christianity, Islam,
Judaism and Shintoism
What is meant by the concept of
spirituality?
How can music show what people
believe about God and about life?
How can art and calligraphy express
meanings about the nature of the
universe and of God?
What is meant by the concept of
holy?
Additional Information
Educational visits to see religion as a lived experience are offered during Year 7 so that
students can place their learning about religion in context.
Mrs. R. Lea – Curriculum Leader for Religious Education
religion@stretfordgrammar.com

Science
Science is taught to all students at Stretford Grammar School and the aim is to ensure that
all students develop a good understanding of basic scientific concepts, start to develop their
understanding of the practical applications and start to learn how to apply their knowledge
in practical applications. Lessons include a balance of written work, research and project
work. Practical work is used in a majority of lessons to introduce concepts or to help
students visualise scientific concepts. Practical work is completed in pairs or in larger
groups. Student progress is assessed via a combination of classwork, homework tasks,
short topic tests and longer termly tests.
KS3 Science is taught over two years and helps students to develop the knowledge and skills
to help them prepare for the GCSE course.
Topic 1 Introduction to Practical Work
Students will study the following:
How to use apparatus safely
How to assess Hazards and the
associated risks in order to plan to
avoid the risks
An introduction to practical concepts
such as validity and precision
Topic 2 Forces
Students will study the following:
What is a force and how to
represent it?
Developing practical skills
investigating springs and friction.
Why things float?
How to find the density of regular
and irregular shapes.
Topic 3 Particles
Students will study the following:
How particles are arranged in solids
liquids and gases
The properties of the 3 states of
matter
What happens in changes of state
How particles move

Topic 4 Solutions
Students will study the following:
What solutions and mixtures are
How to separate mixtures through
filtration, evaporation, distillation
and chromatography
Carrying out heating procedures
safely
What saturated solutions are
Topic 5 Cells, tissues and organs
Students will study the following:
Introduction to cells and use of
models to explain scientific theory
Plant and animal cells
Using microscopes to observing cells
Structure and function of specialised
cells
Introduction to organ systems,
including breathing, digestion and
reproduction
Topic 6 Energy resources
Students will study the following:
How to classify the different types of
energy
How energy is transferred and
where it comes from.
An introduction to Fossil fuels and
renewable energy sources.
Experiments on the energy stored in
different fuel types and in food
Topic 7 Simple chemical reactions
Students will study the following:
The differences between physical
changes and chemical reaction
How to recognise a chemical
reaction
Different types of chemical reactions
including thermal decomposition,
endothermic and exothermic
Understanding what happens during
a chemical reaction
Representing chemical reactions
using equations
How to identify a variety of gases

Topic 8 Electricity
Students will study the following:
Learn the symbols for circuit
components
Gain competency in building and
fault finding on simple circuits
Investigating different circuit types
by measuring and calculating
current, potential difference and
resistance
Using analogies to help others
better understand circuits
Topic 9 Nutrition and digestion
Students will study the following:
Food groups
How to conduct food tests
What makes a healthy and
unhealthy diet
What digestion is and the role of
enzymes
Practical work to investigate
digestion
Topic 10 Acids and Alkalis
Students will study the following:
The properties of acids and alkalis
How acids and alkalis can be
identified
Neutralisation reactions
Uses of neutralisation
Writing equations for neutralisation
reactions
Topic 11 Reproduction, drugs and
health
Students will study the following:
The changes that occur to your
body during puberty
The male and female reproductive
system and how this alters with
adolescence
Fertilisation and the development of
the foetus
The menstrual cycle
Reproduction in plants
Seed dispersal
Reproduction is a national curriculum topic and students cannot be removed from lessons.
The content of material covered in lessons is suitable for students aged 11 and 12.

Topic 12 Space
Students will study the following:
The different objects large and small
that make up the universe.
The arrangement of our solar
system and how objects are
classified.
What causes the periodic patterns of
the seasons and the moon?
How to detect life beyond our
planet.
Additional Information
Students have the opportunity to take part in a range of STEM related competitions and
clubs organised by the department throughout the year.
Mrs. G. Sutton – Curriculum Leader for Science
science@stretfordgrammar.com

Year 7 Homework Guidance – 7S
Homework expectations over a two week timetable. Homework in Design Technology and
Music will be set every two weeks.
M1 T1 W1 Th1 F1 M2 T2 W2 Th2 F2 Total
Art 30 30
DT
English 30 30 30 30 120
Geography 30 30
History 30 30 60
Computing 30 30
Mathematics 30 30 30 90
MFL 30 30 60
Music
RE 30 30
Science 30 30 60
Year 7 Homework Guidance – 7T
M1 T1 W1 Th1 F1 M2 T2 W2 Th2 F2 Total
Art 30 30
DT
English 30 30 30 30 120
Geography 30 30
History 30 30 60
Computing 30 30
Mathematics 30 30 30 90
MFL 30 30 60
Music
RE 30 30
Science 30 30 60

Year 7 Homework Guidance – 7R
M1 T1 W1 Th1 F1 M2 T2 W2 Th2 F2 Total
Art 30 30
DT
English 30 30 30 30 120
Geography 30 30
History 30 30 60
Computing 30 30
Mathematics 30 30 30 90
MFL 30 30 60
Music
RE 30 30
Science 30 30 60
Year 7 Homework Guidance – 7O
M1 T1 W1 Th1 F1 M2 T2 W2 Th2 F2 Total
Art 30 30
DT
English 30 30 30 30 120
Geography 30 30
History 30 30 60
Computing 30 30
Mathematics 30 30 30 90
MFL 30 30 60
Music
RE 30 30
Science 30 30 60

Year 7 – Homework Guidance – 7E
M1 T1 W1 Th1 F1 M2 T2 W2 Th2 F2 Total
Art 30 30
DT
English 30 30 30 30 120
Geography 30 30
History 30 30 60
Computing 30 30
Mathematics 30 30 30 90
MFL 30 30 60
Music
RE 30 30
Science 30 30 60