This is a distinctive curriculum offer that complements the values of Hayesfield and are coordinated to ensure breadth and challenge. Year 7 students at Hayesfield are given the opportunity to master a new skill, take up a challenge and develop confidence in something new.
Students are able to choose which class to follow and are encouraged to develop their performance, creativity, sport and leadership qualities.
This year they include:
Choir (Full Year focus or 2 term Carousel)
Preparing for three performances at the Summer Gala.
| Key Learning Objectives/ Development Sought | Term | # Lessons per Term | Main plan to show Mastering. Mastering must be seen by Term 2 |
|---|---|---|---|
| Preparation for Christmas Concert | 1 | 3 | - Choir Discipline - Rhythm and Listening - Types of voice - Singing in 2 parts |
| Preparation for Christmas Concert | 2 | 3 | - Choir Discipline - Vocal Warm ups - Phrasing Performance at Christmas Concert and Carol Service |
| Preparation for Spring Showcase | 3 | 3 | - Diaphragm Control - Vocal Projection - 3 part singing - Choir Discipline |
| Preparation for Spring Showcase | 4 | 3 | - Diaphragm Control - Vocal Projection - 3 part singing - Choir Discipline Performance at Spring Music Showcase |
| Preparation for Summer Gala | 5 | 3 | - Movement and song - Articulation - Discipline - Vocal Projection |
| Preparation for Summer Gala | 6 | 3 | - Movement and song - Articulation - Discipline - Vocal Projection Performance at Summer Gala |
PE Leaders (2 term Carousel)
Sports Leaders of the future – Producing and leading sports games for many abilities.
| Key Learning Objectives / Development sought | Week | Main plan to show Mastering |
|---|---|---|
| Key Learning Objectives / Development sought Introduction | 1 | Students could name leaders who they consider effective and then identify the skills, qualities and values of their chosen leader. |
| Communication skills for leading basic games | 2 | Students could also produce a contract to identify what a good leader should be/shouldn’t be, and agree on a set of ground rules to be followed. Students could observe and lead games with minimal/no equipment (for example, basic playground activities). Students should start to show an understanding of various methods of communicating. |
| Understanding fair play in sport | 3 | Students could research a range of examples of fair play and cheating. When do/don’t we see it? Students could identify a range of participant behaviours that they would expect when leading. |
| Promoting fair play in sport | 4 | Students could lead playground/warm-up games with rules to promote fair play. |
| Planning a sports specific activity | 5 | Students could research and plan a sports specific practice (a simple throwing/catching activity will suffice) as part of a group lead session. The plan should be devised for two groups of participants, with either contrasting age or ability. |
| Leading a sports specific activity | 6 | Students should lead and review the planned activity from the previous session as part of a group, demonstrating communication and other leadership skills learned so far from Units 1, 2 and 4. This session may also give the Tutor/Assessor the opportunity to assess Unit 5. |
| The role of the official and officiating games | 7 | Students could apply an agreed or modified rule structure to a short game or activity and then officiate themselves. |
| Repeat for the Terms 3 & 4 and Terms 5 & 6 with new students | ||
STEM Robots (2 term Carousel)
Robotics development from idea to creation and action. STEM work to build Hayesfield Girls into potential engineers.
| Key Learning Objectives / Development sought | Week | Main plan to show Mastering. Mastering must be seen by Term 2 |
|---|---|---|
| Design and build a LEGO NXT robot. Identify and create ways to improve the robot design. Solve simple and complex manoeuvring problems with their robot. | 1 | Period 1 (1hour) – K Attwood - Introduce the challenge and competition. Identify the goal and ultimate competition - Split class in to groups - Introduce robot kits - Students build robots - Some students download the NXT app on their phones Period 2 (1hour) – S Budworth - Students finish building their robots - Students use their robots to drive in a range of shapes and paths - Students use their robots to complete an assault course - Tidy! |
| Create a map of challenges for their LEGO NXT robots. Create a strategy to solve the challenges presented. Evaluate the effectiveness of their plan and adapt it as required. | 2 | Period 1 (1hour) – K Attwood - Add more detail to the nature of the competition and the map that they will be competing on - Students build map challenges Period 2 (1hour) – S Budworth - Students complete building map challenges and attach them to map - Introduce each challenge in turn and identify the point that each is worth - Students use remaining time to plan their strategy and start building additions to their robot |
| Learn how to use the LEGO NXT software to programme movement and other features of their NXT robot. Practise and develop skills at programming a NXT robot. Use the NXT programme to plot simple/complex movement paths. | 3 | Period 1 (1hour) – K Attwood - Demo how to connect their robot to the computers - Demo how to access the NXT programme and show them around the user interface - Introduce the task booklet - Students start to work through the task booklet Period 2 (1hour) – S Budworth - Students continue to work through the task booklet - Some students may attempt the extension task found on slide 8 |
| Learn how sensors can be used to respond to surrounding conditions, including: obstacles, sound and colour. Use the skills gained in the previous 3 sessions to practise solving problems of the challenge map. | 4 | Period 1 (1hour) – K Attwood - Reintroduce the competition rules and the challenges - Identify that additional motors and sensors can be used. Explain that the tutorials on the NXT program can be used to learn these skills - Students start to create programmes to tackle the challenges of the map Period 2 (1hour) – S Budworth - Students continue to create programmes to tackle the challenges of the map, evaluating, adapting and changing their pans based on outcome |
| Continue to use the skills gained in the previous 4 sessions to practise solving problems of the challenge map. | 5 | Period 1 (1hour) – K Attwood - Reintroduce the competition rules and the challenges - Students continue to create programmes to tackle the challenges of the map, evaluating, adapting and changing their pans based on outcome Period 2 (1hour) – S Budworth - Students continue to create programmes to tackle the challenges of the map, evaluating, adapting and changing their pans based on outcome |
| OPTIONAL (only if time) Continue to use the skills gained in the previous 5 sessions to practise solving problems of the challenge map. | 6 | Period 1 (1hour) – K Attwood - Reintroduce the competition rules and the challenges - Students continue to create programmes to tackle the challenges of the map, evaluating, adapting and changing their pans based on outcome Period 2 (1hour) – S Budworth - Students continue to create programmes to tackle the challenges of the map, evaluating, adapting and changing their pans based on outcome |
| Students work as a team to complete a series of 3 runs against the clock to gain as many points as possible on the challenge map. Evaluate and adapt the robots as required during tinker rounds. Rapidly solve problems based on observation and peer team-work. | 7 | Period 1 (1hour) – K Attwood - Remind of exact rules and structure of the competition – 10mins - Preparation and Tinker time 1 - 10mins - Round 1 – 20mins - Tinker time 2 – 10mins - Round 2 – 10mins Period 2 (1hour) – S Budworth - Complete Round 2 – 10mins - Tinker time 3 – 10mins - Round 3 – 20mins - Results and Prizes! – 10mins |
| Repeat for the Terms 3 & 4 and Terms 5 & 6 with new students | ||
Cycling (2 term Carousel)
In conjunction with British Cycling – Gaining cycling proficiency skills to be able to go out on Cycling Sportives and on the Cycling LEAP – possibly leading to Bikeability – https://bikeability.org.uk/
| Key Learning Objectives / Development sought | Lessons | Main plan to show mastering |
|---|---|---|
| Introduction to the course | 1 | Assessing previous experience, kit checklists, routines for lessons and plans for designing a fantasy bike in case of bad weather |
| Leading and following, Changing in a group | 2 | Warm up exercises How to check a bike before using Lead and follow in a group of 10 riders around an oval track at a constant pace, changing from front to back at a specific point |
| Riding in contact with another rider Riding next to another rider | 3 | Planning a Charity Bike Ride Ride in contact with each other in pairs confidently in a designated “contact zone” in a straight line. Ride surrounded by others, communication with fellow riders to adjust position and fit through a narrow bottleneck in a group safely |
| Riding surrounded by other riders Leading a group, changing roles within a group | 4 | Riding on the bike path – safety training Share space with pedestrians and other cyclists Ride confidently in a group with a rider in front/behind/next to them and work with another rider to overtake the main group to change position. Ride surrounded by other riders, maintaining pace and good communicating to change position safely within a group |
| Cycle-cross activities, exploring alternative cycling practices | 5 | Using gears and avoiding objects Get on and off bike through cycle-cross exercises Racing around an obstacle course |
| Charity Bike Ride | 6 | Collective cycling using indoor exercise bikes to get from Bath to a determined location |
| Repeat for the Terms 3 & 4 and Terms 5 & 6 with new students | ||
The Dangerous Masterclass for Daring Girls (2 term Carousel)
Introducing skills to prepare for Duchess of Hayesfield in Year 8 and Duke of Edinburgh in Year 9. Including activities such as: Using a Trangia, putting up a tent, putting up an emergency shelter and knots.
| Key Learning Objectives / Development sought | Week | Main plan to show Mastering |
|---|---|---|
| Preparing for the great outdoors | 1 | Students to investigate the best clothing and fabrics to wear to ensure comfort in all weather conditions. Students to investigate how to pack for a camping expedition. |
| Navigation | 2 | Students to explore the challenges of using maps to navigate effectively. In pairs, students will create an accurate map of the Brougham Hayes site. They will then use this to create a set of instructions that reliably direct another team to an endpoint of their choice. They will use compass directions and degrees to provide accurate directions. Group discussion will go over key findings once all teams have returned. |
| Setting up camp | 3 | Students to explore the key features of the perfect camp site. Students to then work in teams to successfully erect a tent. Note: This part of the lesson is dependent on the Duke of Edinburgh tents being available. |
| Camp skills | 4 | Students to work in teams in a carousel style activity covering various camping skills. These will include: Water collection and purification Knot tying Crossing rivers Cooking on a trangia Note: This part of the lesson is dependent on the Duke of Edinburgh trangias being available. |
| Environmental concerns | 5 | Students to explore the impact camping can have the environment. They will look at how best to avoid having a negative impact on the environment and how they can protect it for future generations. |
| Consolidation of skills - trip up to Alexandra Park | 6 | Students to walk up to Alexandra Park. This is an opportunity for them to consolidate some of the skills they have covered thus far. Note: This part of the course is dependent on another member of staff being available to meet the required staff/ student ration. |
| Repeat for the Terms 3 & 4 and Terms 5 & 6 with new students | ||
Mindfulness and Yoga (2 term Carousel)
Yoga is about focus, respect and developing resilience. It also supports some of Hayesfields core values such as integrity, positivity, being courageous, respect and resilience.
| Key Learning Objectives / Development sought | Term | # Lessons | Main plan to show Mastering |
|---|---|---|---|
| Lesson 1 - Theme Peace | 1 | 3 | Students will learn the expectations of a Yoga class. Students will discuss and learn about what Yoga is and the philosophy behind it. Theme of lesson: Peace Questions- what does peace mean to them, and teacher to question what it means to them. What is peace? What does it mean to live in a peaceful world? In a circle, cross legs, back straight. Starter class- start on the floor, twists while on knees, cat cow, sun salute, standing poses, warrior. A moment to be…..focusing on posture, mobility exercise of the head, and grounding into the floor. Bring in some balance exercises to focus. Read peace reflection point Second session floor, cat cow, stretching of arms and hands, rock and roll, froggie poses, jumping, focusing on mountain pose learn downward dog, into a crow, windscreen wipers. Game- Grandmas footsteps with poses At the end focus on the meditation story around peace. Calming music to play in the background while students are guided through their meditation. Worry tree visualisation. |
| Lesson 2 -Theme Respect | Students will discuss the topic of respect. Starter Activity- warm up and breathing exercise. Main – Recap of poses from the previous session. Build on strength in order to achieve the crow pose by the end of the unit. Students will focus on more standing poses to strength their posture and leg muscles. Game which will integrate the poses learned. Meditation. |
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| Lesson 3 - Theme Love and honesty | Students will discuss the theme of the lesson. Mindfulness activity. Starter activity- warm up and breathing exercise. Main Activity- to explore different standing poses, and to consolidate poses learned so far this term. Games. Mandala colouring. Meditation. |
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| Lesson 4 - Theme of lesson resilience | 2 | 3 | Discuss the theme as a group. Students will discuss the theme of the lesson. Mindfulness activity. Starter activity- warm up and breathing exercise. Main Activity- to explore different standing poses, and to consolidate poses learned so far. Start to look at improving balancing poses, and progress into more advanced balancing poses. Games. Meditation. |
| Lesson 5 - Theme courage | Discuss the theme as a group. Students will discuss the theme of the lesson. Mindfulness activity. Starter activity- warm up and breathing exercise. Main Activity- to consolidate poses learned so far. Students will now start to look at partner poses, and develop trust amongst different peers. Games Meditation. |
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| Lesson 6-Integrity | Discuss the theme as a group. Students will discuss the theme of the lesson. Mindfulness activity. Starter activity- warm up and breathing exercise. Main Activity- To recap all poses learned, and to develop a flow sequence in pairs. Students will have mastered the crow and a handstand. Games Mandala colouring. Meditation. |
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| Repeat for the Terms 3 & 4 and Terms 5 & 6 with new students | |||
