Year 7 Syllabus

Art and Design

1. Length of the course

One year

2. Course
description/aims

In art, craft and design, students explore visual, tactile and other
sensory experiences to communicate ideas and meanings. They work
with traditional and new media, developing confidence, competence,
imagination and creativity. They learn to appreciate and value images
and artefacts across times and cultures, and to understand the contexts
in which they were made. Students learn the basic principles of art and
work in selected painting mediums like poster colour, pencil shading,
colour pencil and water colour.
The course aims to develop the following skills:
- Creativity
- Exploring and experimenting
- Taking risks and learning from mistakes
- Competence
- Critical understanding, analysis and critical evaluation

3. Major concepts/areas
covered

Semester 1 (August- December)

Colour, symbolism and psychology, artist study- Picasso, Van Gogh,

Matisse, Mark Rothko, Josef Albers, Ellsworth Kelly, Jackson Pollock
Australian Aboriginal Art
Techniques and applications of colour - paints, crayons, wax, inks,
texture white
Stained glass painting Art- Nouveau
Paper collage- figure and ground, negative and positive shapes,
artist study- Henri Matisse
Cross curricular project with Geography and History
Basic elements and principles of art

Semester 2 (January- May)

One point and two point perspective- artist study- Sol Le Witt
Chiaroscuro-drawing and shading of geometric forms, artist studyCaravaggio, Rembrandt
Ellipses and drawing of cylindrical forms. Shading techniques using
pencils and colour pencils- observation of natural objects
Nature studies of flowers, fruits and leaves based on direct
observation using water colours
World masks- two and three dimensional studies
Op Art with Victor Vasarely, Bridget Riley

Key Stage 3 Syllabus -Year 7

Year 7 Syllabus
4. Types of assessment
(student performance)

Art and Design

At the beginning of the year, there is a baseline assessment of each

student to inform teaching levels. There are two summative
assessments per semester in the year. The units are assessed on the
National Curriculum for England criteria. The skills developed are
independent enquiry, creative thinking, reflective learning, team work,
self management and effective participation.

5. Delivery/methodology

Research, record and analyse from first-hand studies and direct

observation.
Through discussion and explanation, to explore ideas and visual
imagery.
Classroom instructions, demonstrations and theory presentations.
Visual aids direct observation of objects, examples of previous
year, experiments on various media.
Out door sketching and museum visits.
Use of ICT, reference books on artists, and video/DVD films for
analysing and evaluating information and research.
Individual and group activities and presentation.
Summative and formative tests for skill and understanding of
concepts.

Homework Policy:
Homework is graded and included in the project assessment.
Frequency: once a fortnight
6. Texts and materials
used

No text book. Research is done on the internet and using the library.

7. Grading policy

The assessment criteria and the mark band descriptors look at the
following aspects:
Independent Enquiry- engaging with a range of images and artifacts
from different contexts, recognising characteristics from different
cultures and genres and using them to inform creating and making.
Creative thinking- Producing imaginative images and artifacts by
working from direct observation and using formal elements.
Reflective Learning- Investigating, exploring and engaging to
communicate ideas.
Working collaboratively- works independently and collaboratively
taking different roles.
Research and presentation skills-Investigating, organizing and
presenting their own material and information.
Conceptual understanding- Selection and control of material. Media

Key Stage 3 Syllabus -Year 7

Year 7 Syllabus

8. Additional
expectations (If any)

Art and Design

and process when developing ideas and intentions.

Critical and evaluative skills- Developing their own views and
expressing reasoned judgement.
Positive attitude to work.
All students require their own art kit, sketchbooks for homework
purposes. Art materials are supplied for classroom assignments only.
Year 7 Art requirements:
Note: All students will require their own personal art kit pack.
1 red art sketchbooks of A3 size (for class work and homework)
1 black art journal
Graded Pencils, sharpener HB, 2B, 4B, 6B Faber Castell / Staedtler
and eraser
1 Luna colour pencil box of 24 colours
1 Camlin poster colour box of 12 colours
1 Camlin Artist watercolour box of 18 colour cakes (C 18)
1 Camlin box of acrylic paint tubes
Round brushes No.s 1,2,4,6,8,10,12
1 mixing palette
1 geometry box with compass
Fevicol/Fevistik (glue)

Key Stage 3 Syllabus -Year 7

Year 7 Syllabus

Year 7 syllabus

Drama

1. Length of the course

2. Course description

One year
A varied and challenging programme that introduces Drama to students.
A number of overarching dramatic fictions provide the context for a
range of activities and skills development. Through the interrelated
activities of making, performing and responding, students make
meaning, take decisions and respond to outcomes.
The emphasis is upon exploration, students contribute in and out of role
in response to the developing fiction.

3. Course aims

To develop students understanding about human behaviour, themselves

and the world they live in. To build their competence in using the drama
form and gain satisfaction from working within it. To build confidence
and communication skills. Students will able to accept and respect the
ideas of others and to build on them. By the end of the course they will
be ready for Year 8 and feel more confident about their abilities and
skills in Drama.

4. Major concepts/areas
covered

Students begin to understand the implicit rules of enquiry based drama.

They will be involved in dramatic situations where they are allowed to
play, and begin to believe in and commit themselves to the activity. As
they learn to develop the action from an initial stimulus, ideas and
themes which are important to the class will emerge. Drama
conventions such as hot seating, still image and speaking the
thoughts, help to create and explore the dramatic material. There are
cross curricular subjects covered, such as the Romans and Greek and
Roman myth.

5. Outcomes of the
course

Students will have made their own relationships to the subject or theme
of the drama and created their own personal responses. A large
proportion of the content of the drama lesson is contributed by the
student, this is not easy to specify or predict and so the outcome
remains largely unpredictable. But generally speaking confidence will be
improved and students will be able to work in a group, individually and
as a whole class, sharing their ideas and listening to others. Students will
be able to question and challenge; make connections and see
relationships; explore ideas and reflect critically on ideas, actions and
outcomes. Students will have a developing knowledge of performing
skills.

6. Types of assessment
(student
performance)

Students will be assessed on both the process and performance aspects

of their work. There will be summative assessments of particular skills at
regular intervals. Students will also receive verbal feedback during
lessons and will be encouraged to discuss their development with
others, allowing the chance to assess themselves against the levels for
Drama.

Key Stage 3 Syllabus Year 7

Year 7 Syllabus

Year 7 syllabus

Drama

7. Delivery/methodology Lessons are practical and structured to allow for spontaneity, whilst
engaging students in purposeful leaning. The teacher sometimes works
within the dramatic fiction, taking a role, sometimes outside it, setting
tasks and prompting reflections on the drama. Students will be expected
to contribute to the lesson throughout and attend with their subject
journal which will be used during the lesson to make notes and record
their development.
8. Texts and materials

Resources used will be provided during the lesson.

9. Grading policy

Students will be graded using levels, which will be communicated to

them in the first few weeks of the term. They will receive the grading
policy so they may track their progress. The levels are designed to help
students develop in Drama in all areas of the subject. Assessment will
not be on performance alone. Other areas of assessment are
responding, developing, reflection and evaluation.

10. Additional
expectations
(if any)

It is really important that students are exposed to Theatre as much as

possible so they can develop their skills continually. Going to the theatre
and being involved in school productions will give them another
experience of theatre and allow them to develop as a performer and a
student of Drama.

Key Stage 3 Syllabus Year 7

Year 7 Syllabus

English

1. Length of the course

One year
Year 7 is the first year of the three year Key stage 3 English programme.

2. Course description

The course is a combined literature and language course. Language objectives

are organised into four main areas of English. These comprise the four
language strands: reading, writing, listening and speaking, and language study.
The literature course is aimed at exposing students to a wide variety of texts
covering different literary genres.

3. Course aims

The broad aims of the course are to help students to:

explore ideas, texts and issues through a variety of approaches;

recognise and understand main ideas, viewpoints, themes and purposes in
literary and non-literary selections;
write with reasonable accuracy using varied punctuation and sentences;
organise and present ideas coherently with a clear introduction,
development and conclusion with appropriate paragraphing;
develop different ways of generating, organising and shaping ideas using a
range of planning methods;
describe and narrate events, express feelings and opinions in a variety of
contexts in both the written and oral forms;
develop in their own writing some of the key linguistic and literary
techniques used by writers;
develop critical thinking skills.

4. Major concepts/areas
covered

The focus will be on the development of language skills and appreciation of

themes, characters and writers craftsmanship. Thematic and formal links
between texts and an understanding of the influence of cultural contexts on
texts will be encouraged. In addition to empathy and discursive responses to
the texts, students will write their own poems and stories in different forms.
Students will be involved in oral presentations and dramatisations as a means
to explore text and show their understanding. They will also be expected to
read independently throughout the year and maintain a record of that reading.

5. Outcomes of the
course

Reading
Students will :

show understanding of a range of texts selecting essential points and

using inference and deduction where appropriate
identify key features, themes and characters and provide textual
evidence to support views
retrieve and collate information from a range of sources

Writing
Students will:
write in a varied and interesting way conveying meaning clearly in a range of

Key Stage 3 Syllabus Year 7

Year 7 Syllabus

English

forms for different readers

write sentences, including complex ones, and paragraphs which are

coherent, clear and well developed; use accurately a range of punctuation,
vocabulary and spelling
present work neatly and legibly

Speaking and Listening

Students will:

talk and listen confidently in a wide range of contexts

adapt spoken language to suit the situation and begin to use standard
English in formal situations

6. Types of assessment
(student performance)

A combination of formative and summative assessments will be used. The

semester grades will be based on a variety of tasks covering a range of skills.
This will be a combination of home and class assignments.

7. Delivery/methodology

8. Texts and materials

Independent research by students

Presentations, paired and group work
Dramatisation
Project work
Writing process of drafting, editing, revising
Use of multi-media and IT tools
Group discussions, debates
Literary circles

1. Text: Building Skills in English Book 1 - Heinemann

2. Brave New Words - Heinemann (A selection of short stories).

3. A selection of poetry from and Text Building Skills
4. Neil Gaiman : Graveyard Book
5. Homers Odyssey adapted by David Calcutt
6. Additional resources

9. Additional
expectations
(if any)

Wider Reading: A reading programme, designed to foster an enjoyment of

books, will be followed through the academic year. This will involve guided and
free reading by the students.

10. Grading policy

All assessment is criterion referenced and aligned to learning objectives as

outlined in teachers semester projections. Teachers mark work on the basis of
mark schemes made in collaboration with colleagues of the same year group.
Formative assessments may be given a mark, a grade or a comment. It values
teacher judgement and informs the learner about strengths and areas of
development. All summative assessments are graded on a scale as published in
the whole school assessment policy.

Key Stage 3 Syllabus Year 7

Year 7 Syllabus

1. Length of the course

One year.

2. Course description

Semester 1 (August-December)

Geography

What is Geography?
Tools Used in Geography
Settlements

Semester 2 (January May)

3. Course aims

4. Major concepts/areas
covered

5. Outcomes of the
course

Water Cycle & Significance of Water

Weather and Climate

Extreme Weather Conditions

The aim of the geography is to provide the students with a clear
understanding of the physical forces, which shape our earth, and to teach
them about the human environment. It will encourage students to develop
a sense of place and an understanding of the world on a local, regional and
global scale. It should also develop an understanding of interaction with
the environment, contrasting opportunities and interrelationship between
different communities.
Semester 1 (August-December)
What is Geography - Nature and scope of Geography
Tools used in Geography including map reading and aerial
photographs
Settlements- What are settlements, site and situation of settlements,
how do settlements change over time and space, reasons for different
land use, shopping patterns and traffic in urban areas.
Semester 2 (January May)
Characteristics of a hydrological cycle and importance of water
Rivers
Weather and Climate-Components of weather and climate, weather
instruments, methods of interpreting weather data, impact of weather
on humans, clouds, types of rainfall, global warming.
Extreme weather conditions Hurricanes, Floods, Drought, Tornadoes
Besides acquiring a set of skills the pupils learn to appreciate the world
around them and understand the way it affects their decision making
abilities.
Skills acquired

Key Stage 3 Syllabus Year 7

Source analysis including data and graphical interpretation

Mapping skills
Spatial understanding of phenomena
Time management skills
Note making skills
Poster making

Year 7 Syllabus

6. Types of assessment
(student performance)

Geography

Decsion making
Presentation skills
Critical thinking

Assessment will be an on-going process and the overall grade will be

based on formative and summative assessments.
Weightage:
Assignments:

40%

Tests:

60%

Examples of work to be assessed:

7. Delivery/methodology

Methods used for teaching Geography include:

8. Texts and materials

a.
b.
c.

9. Grading policy

Written assignments including essays

Oral presentations e.g. reading of home-work
Research work on a particular topic/whole project
Board displays by students
Summative Assessments
Book marks and charts made by students
Use of ICT in the learning process (presentations, interactive
educational websites and worksheets)

Class discussions involving the students,

Explanation of concepts by the teacher,
Clarification of key concepts using IWB, DVDs and videos
Student centred activities like individual presentations
Usage of flipcharts and interactive activities using the Inter Activ
Board
Projects on relevant topics
Making of charts by the students.

New Key Geography Foundations David Waugh & Tony

Bushell
Atlas
OS Maps and aerial photographs

All assessment is criterion referenced and aligned to learning objectives as

outlined in the teachers semester projections. Teachers mark work on the
basis of mark schemes made in collaboration with colleagues of the same
year group.
Formative assessments may be given a mark, a grade or a comment. It
values teacher judgement and informs the learner about strengths and
areas of development. All summative assessments are graded on a scale as
published in the whole school assessment policy.

Key Stage 3 Syllabus Year 7

Year 7 Syllabus
10. Additional
expectations
(if any)

Key Stage 3 Syllabus Year 7

Geography

The students will need to use an Atlas as and when required.

The students need to carry their own stationery.
Maps will be provided as and when required.
The students need to carry their writing books and text books for every
lesson.
All pieces of home-work are important whether reading or writing or
researching.

Year 7 Syllabus

Hindi as a foreign language

1. Length of the course

One year

2. Course description

During the course of the one year the students will develop the knowledge,
understanding and the listening, reading, speaking and writing skills necessary
for effective interaction in Hindi. Students will develop knowledge of the culture
of Hindi-speaking communities and an understanding of the interdependence of
language and culture, thereby encouraging reflection on their own cultural
heritage.

3. Course aims

The purpose of the Modern Foreign Languages programme is to develop the

skills of listening, speaking, reading and writing. This is done through purposeful
and fun activities which build up language gradually. The emphasis is on real
language which will become the useable property of the learner.

4. Major
concepts/areas
covered

1. Greetings and Introduction /Myself

Say hello and good-bye, say your name and ask somebody their name
Say Thank you and Please
Ask someone how they are and tell them how you are
Say how old you are and ask someone else their age
Understand simple classroom instructions

Talk about objects in the classroom

Everyday phrases
Hindi Alphabet and Sounds (Matra)
Use numbers up to 15
Colours
Classroom objects in singular and plural forms
Interrogatives
Use of postposition mein and par,ka
Say your age, where you live
Parts of the body
Names of animals and birds (Masculine and Feminine gender)

2. Our family and relationships

Talk about family
Talk about relationships
Use of Hindi Alphabet and Sounds (Matra)
Use of verbs in the imperative
Post positions Ke liye, Se, Ko with noun
Comparison of adjectives
Opposites
Semester 2 (January-May)
3. What I eat
Names of Fruits and Vegetables
Talk about Indian sweets and snacks.
Formation of sentences.
Key Stage 3 Syllabus Year 7

Year 7 Syllabus

4.

Hindi as a foreign language

Use of compound postpositions ke saath ke aage ke picheetc.

Use of walla
Numbers 15-30

I live here
Talk about where you live, ask other people about their homes
Names of rooms in Hindi
Names of flowers and trees
Talk about the garden
Expressing oneself in the Present tense and in the Present Continuous
Tense
Use of to have

5. Whats the time?

Ask what the time is and when something is happening
Understand and tell the time in Hindi
Talk about the times of some things you do each day
Days of the week, names of the months
Festivals and seasons
Use of postpositions with pronouns
Use of koi, kabhi-kabhi, kabhi-nahinand apna

5. Outcomes of the
course

Speaking
To learn the patterns of basic conversation (introducing)
To understand basic information
To use known words in Hindi to interact in everyday activities
Listening and Responding
To recognise and respond to words, phrases and simple sentences in
Hindi
To listen to different opinions

spoken

Writing
To identify and respond to features of written Hindi
To understand written information on a variety of topics
To demonstrate developing writing skills by recognising and copying Hindi
Communication
To share basic information to a partner
Cultures
To demonstrate awareness of cultural diversity
To identify cultural practices in Hindi-speaking communities

6. Types of assessment
(student
performance)
Key Stage 3 Syllabus Year 7

Assessment could be in the form of a test (written, spoken, listening) a role-play,

class work or homework. The achievement grade has the following break up:

Year 7 Syllabus

Hindi as a foreign language

TYPE OF ASSESSMENT

%/WEIGHTAGE

Listening

25

Oral

25

Reading and Writing

50

Homework is set once a week and is usually a combination of written and

learning tasks.

7. Delivery/methodolo
gy

A variety of teaching strategies and approaches are used to help students remain
focused and to make teaching effective and enjoyable e.g.

8. Texts and materials

Group work
Pair work
Individual work
Games
Different kinds of listening activities such as selective and detailed
listening
Different kinds of oral work such as conducting surveys, role plays,
songs, interviews and presentations
Different kinds of written work such as dialogues, short letters/essays,
fill in the blanks etc.
Using Information Technology
Promethean Board

Text-cum-workbook VITAAN Pravishika from Madhuban Educational Books

CDs
Flashcards
Worksheets
Promethean Board Flipcharts
Information Technology
Websites
DVDs

9. Additional
expectations (if any)

For learning a Foreign Language regular revision of vocabulary and grammar is

necessary. Additional reading (story books, according to the language level the
student has achieved) is strongly recommended.

10. Grading policy

All assessment is criterion referenced and aligned to learning objectives as

outlined in teachers semester projections. Teachers mark work on the basis of
mark schemes made in collaboration with colleagues of the same year group.
Formative assessments may be given a mark, a grade or a comment. It values
teacher judgement and informs the learner about strengths and areas of
development. All summative assessments are graded on a scale as published in
the whole school assessment policy.

Key Stage 3 Syllabus Year 7

Year 7 Syllabus

Hindi

1. Length of the course

One year

2. Course description

The Hindi Language Course is a one year programme. The course is structured to
develop the four language skills of reading, writing, speaking and listening. Students
are placed in proficiency groups to enable better differentiated support.

3. Course aims

The purpose of the Hindi programme is to develop the skills of listening, speaking,
reading and writing. This is done through purposeful and fun activities, which build
up language gradually. The emphasis is on real language, which will become the
useable property of the learner.

4. Major concepts/areas
covered

Semester 1 (August-December)

Noun

Pronoun

Opposites

Singular and plural

Genders

Reading comprehension

Picture comprehension

Creative writing
o Text-Cum-Work book
Veetan-part 4
Unit-1 (Hamari Dunia)

Chapter (1,2,3,5 )

Reading for pleasure

Citra Katha
Unit-2 (Aas Pas Ki Dunia)

Chapter (8,9 & 10)

Reading for pleasure

Creative Expression
Semester 2 (January-May)

Adjective

Verb

One word substitution

Synonyms

Idioms

Reading comprehension

Picture comprehension

Creative writing

Letter writing
o Text-Cum-Work book
o Veetan-part 4

Key Stage 3 Syllabus Year 7

Year 7 Syllabus

Hindi

Unit-3 (Uddan)

Chapter (13,14,15)

Reading for pleasure

Cartoon Story

5. Outcomes of the
course

Students will become active readers and through their reading skills they will make
cross-curricular links with other subjects. They will be able to evaluate and respond
constructively to their own and others writing. They will be able to communicate
ideas effectively and coherently in different contexts within and beyond the
classroom. As critical thinkers, students will be able to explore issues from different
perspectives and set goals with success criteria for their development and work.

6. Types of assessment
(student
performance)

Assessment could be in the form of a test (written, spoken, listening) a role-play,

class work or homework. The achievement grade has the following break up:
TYPE OF ASSESSMENT
% / WEIGHTAGE
Listening
25
Oral
15
Reading and Writing
60
Homework is set once a week and is usually a combination of written and learning
tasks.

7. Delivery/methodology A variety of teaching strategies and approaches are used to help students remain

focused and to make teaching effective and enjoyable e.g.

Group work
Pair work
Individual work
Games
Different kinds of listening activities such as selective and detailed listening
Different kinds of oral work such as conducting surveys, role plays, songs,
interviews and presentations
Different kinds of written work such as dialogues, short letters/essays, fill in the
blanks etc.
Using Information Technology
Promethean Board

8. Texts and materials

Key Stage 3 Syllabus Year 7

Text-Cum-Work book Veetan-part 4

CDs
Flashcards
Worksheets
Promethean Board Flipcharts
Information Technology
Websites
Newspapers & Magazines
DVDs

Year 7 Syllabus

Hindi

9. Additional
expectations (if any)

For learning a language regular revision of vocabulary and grammar is necessary.

Additional reading (story books, according to the language level the student has
achieved) is strongly recommended. Reading not only reinforces the vocabulary one
has learnt in class, but also enhances vocabulary and helps in developing a better
writing style. Hence in order to improve upon all the four language skills regular
revision and extra reading is recommended.

10. Grading policy

All assessment is criterion referenced and aligned to learning objectives as outlined

in teachers semester projections. Teachers mark work on the basis of mark schemes
made in collaboration with colleagues of the same year group.
Formative assessments may be given a mark, a grade or a comment. It values
teacher judgement and informs the learner about strengths and areas of
development. All summative assessments are graded on a scale as published in the
whole school assessment policy.

Key Stage 3 Syllabus Year 7

Year 7 Syllabus

History

1. Length of the course

One year

2. Course description

History develops in young people an interest in and enjoyment of exploring the

past. A study of History in Year 7 provides opportunities for examining events,
people and societies from Ancient and the Medieval world.
The syllabus is closely related to the National Curriculum for England, though
modified to suit local requirements.

3. Course aims

The aim of History at this stage is to develop the concept of continuity vs.
change, similarity vs. difference, cause and consequence among young students.
It also helps to develop certain skillsintellectual, moral and attitudinal.
It is also to lay special focus on the development of specific skills such as
interpretation of sources, empathy, analysis of issues, and writing extended
response answers.

4. Major concepts/areas
covered

I. Key concepts in History

What is History?
Chronology: time lines and time maps
Change and progress
Sources and how historians use them
Cause and consequence

II. The Romans

The Beginnings of Rome

The Roman Republic: Case Study Julius Caesar
How did the Romans extend and control their Empire ?
How tolerant were the Romans?
Entertainment
Legacy of the Romans

III. The Mauryan Empire

Origins of the Mauryan Empire

King Ashoka and the Kalinga war
Life in the Mauryan Age
Mauryan Art and Architecture

IV. The Normans

Key Stage 3 Syllabus Year 7

1066: The Norman Conquest of England

The Feudal System
Norman Castles

Year 7 Syllabus
5. Outcomes of the course

The development of skills is an ongoing process in Key Stage 3 and the pupils
learn, practise, combine, develop and refine a wide range of skills. The key skills
that we focus on are:

6. Types of assessment
(student performance)

History

Source analysis
Chronological understanding
Time Management skills
Note making skills
Concept mapping
Hands on approach
Decsion making
Presentation skills
Critical thinking

Semester 1 (August-December):
Assessment will be an on-going process and the overall grade will be based on
formative and summative.
Weightage:
TYPE OF ASSESSMENT

%/WEIGHTAGE

Assignments

40

Tests

60

Semester 2 (January May)

Assessment will be an on-going process and the overall grade will be based on
tests and assignments.
Weightage:
TYPE OF ASSESSMENT

%/WEIGHTAGE

Assignments

40

Tests

60

Examples of work that are assessed:

Key Stage 3 Syllabus Year 7

Written assignments and Extended Response Tasks

Source Analysis
Oral presentations e.g. debates and discussions
Quizzes
Role-plays

Year 7 Syllabus

7. Delivery/methodology

History

Research work on a particular topic/whole project

Travel Brochures
Tests
Models and charts made by students

The methodology used in Year 7 is interactive and varied.

It includes interactive class discussions, explanation of concepts by the teacher,
evaluation of sources, both written and visual, learner-centred activities like
debates, group discussion, oral and power point presentations by students, role
plays and project work.
Trips related to local history or a major historical development is organised from
time to time and the students will be visiting the National Museum to view the
Mauryan artefacts.

8. Texts and materials

Understanding History I by John Child, Tim Hodge, Paul Shutter and David
Taylor
The Mauryan Empire

9. Additional expectations
(if any)

Homework is set each week and involves students in a variety of tasks. They may
be asked to practice skills learnt in class, extension work or undertake research
projects.

10. Grading policy

All assessment is criterion referenced and aligned to learning objectives as

outlined in the teachers semester projections. Teachers mark work on the basis
of mark schemes made in collaboration with colleagues of the same year group.
Formative assessments may be given a mark, a grade or a comment. It values
teacher judgement and informs the learner about strengths and areas of
development. All summative assessments are graded on a scale as published in
the whole school assessment policy.

Key Stage 3 Syllabus Year 7

Year 7 Syllabus
Information & Communication Technology
1. Length of the course
2. Course description

One year

3. Course aims

The aim of this course is to empower, and to create independent,

inquisitive thinkers who can apply IT tools creatively.

4. Major concepts/areas

Semester 1 (August December):

Theory:
a) Computer System: Block diagram, IPO cycle, Advantages and
Disadvantages of Computerised Information system over Manual
Information System
b) Manual Input Devices: Keyboard, Mouse, Scanner, Microphone, Joystick
etc
c) Output Devices: Monitor, Printer and types, Plotter , speaker etc
Practical:
d) Publisher: Designing brochures, newsletters and designs required for
publications
e) Microsoft Word: Creating and Formatting the document, Labels, Header
and Footer, Mail Merge, Online docs, creating websites with word
f) Microsoft PowerPoint: Transition, Hyperlinks, Buttons, Custom
animations.

covered

This course is designed to provide experience of computing and IT fields to

students. The Practical section has been adapted from DiDa.

Semester 2 (January-May):
Theory
a) Storing Data: Primary and secondary memories, Removable and nonremovable storage devices, Types of memories
b) Application software: General purpose and customised software
c) Internet: websites, homepage, internet options, Cyber safety, Research
techniques and citations.
Practical:
d) Ms Logo: Forward, Backward, Left Turn, Right Turn, Pen up, Pen down,
Repeat, with Lego kits
e) Ms Excel: Formatting, Formulas (Sum, Average, Product, Max, Min, Count,
Countif, Sumif, Goal seek, lookup) Charts, Paste special, hyperlinks
f) Photostory: Interface, tools, storymaking
g) Project : One project which includes all component learnt.
5. Outcomes of the

course
6. Types of assessment
(student
performance)

Key Stage 3 Syllabus-Year 7

Students will become a confident user of Microsoft office and will be able
to integrate applications in one task
Formative assessment will be carried out through a variety of tasks
assigned by the teachers. Pupils will be set individual targets for
development and improvement after formative assessments.
Each term there will be summative assessments which will consist of a
written and practical test covering the learning objectives studied that
term. Each semester a project will be set which will be marked against
criteria discussed with students.

Year 7 Syllabus
Information & Communication Technology
7. Delivery/methodology A variety of teaching methods are used to develop students critical,
analytical, problem solving and creative skills using Group works, individual
tasks, research and integration and get hands-on experience on a range of
software applications to their enhance practical skills.
8. Texts and materials
DiDa 201
9. Additional
expectations (if any)
10. Grading policy

Students are advised to maintain their jotters and files

All assessment is criterion referenced and aligned to learning objectives as
outlined in the teachers semester projections. Teachers mark work on the
basis of mark schemes made in collaboration with colleagues of the same
year group.
Formative assessments may be given a mark, a grade or a comment. It
values teacher judgement and informs the learner about strengths and
areas of development. All summative assessments are graded on a scale as
published in the whole school assessment policy.

Key Stage 3 Syllabus-Year 7

Year 7 Syllabus

1. Length of the course

2. Course description

One year
The study of Mathematics enables students to apply their knowledge, skills and
understanding to relevant real world situations. The four main areas of study are:

3. Course aims

Mathematics

Number and Algebra

Geometry and Measure
Statistics
Mathematical processes and applications

For students moving from Year 6 to Year 7, all mathematical tasks are designed
initially to suit individual needs and students are allowed to progress at their own
pace. Special emphasis is laid on exploration of new ideas through investigations
and projects. Students are also taught to increase their powers of mental
calculation so that they are not dependent on calculators for simple numerical
work.
The transition to more formal work begins with emphasis on written description
of mathematical work.
The main emphases are on:
developing skills of mathematical reasoning
increasing fluency of computation
developing a competence with formal algebra
developing an understanding of 2D,3D shapes
handling data
estimation

4. Major
concepts/areas
covered

Semester 1 (August-December)
Number and
Algebra

Geometry and
Measures
Mathematical
processes and
application

Key Stage 3 Syllabus-Year 7

Prime numbers, factors, multiples

Long multiplication and long division
Decimals and fractions (addition, subtraction,
multiplication and division).
Directed numbers and BODMAS
Estimates and rounding,
Square numbers
Triangle numbers
Percentage , percentage increase and decrease
Ratio and proportion
Algebraic terms and expressions
Simplifying expressions
Substituting in the given formula
Units of measure(metric system and conversion)
Length, perimeter and area of plane shapes.
3-D shapes-isometric drawings, plans and elevations.
An enquiry based task using and applying mathematical
concepts to solve problems.

Year 7 Syllabus

Mathematics

Semester 2 (January-May)
Algebra

Solving simple linear equations

Word problems involving linear equations
More algebra : change of subject of formula
Word problems on fractions, decimals, ratio,
time, linear equations.

Geometry and Measures

Nets of 3 D shapes
Surface area of cubes and cuboid
Angles: in a triangle, quadrilateral, parallel
lines.
Construction of triangles
Rotational symmetry and line symmetry
An enquiry based task using and applying
mathematical concepts to solve problems

Mathematical processes and

applications
5. Types of assessment

6. Methodology

7. Texts and materials

Formative assessment will be carried out through a variety of tasks assigned by

the teachers. Students will be set individual targets for development and
improvement after formative assessments.
Each term there will be summative assessments which will consist of a mental
math test and written assessments covering the learning objectives studied that
term. An investigation will be set in every semester and this will be marked
against criteria discussed with students.
A variety of teaching styles are used to cater to the different learning styles of
students. A range of activities which involve individual work, group work, project
work, investigations, to name a few, are used to deliver the curriculum. A big
emphasis is placed on developing the critical thinking skills of students through
carefully directed questions and investigational work. The Promethean Boards
provide great opportunities to motivate students through interactive lessons.
Textbook International Mathematics 1
Reference Books STP, Framework Math , Shinglee and David Raynor
Mathematical software such as LOGO, Autograph

8. Additional
expectations

Homework: Homework is set after each lesson and requires an average 20-25
minutes of daily work.
Much of mathematics is hierarchical in nature and concepts and methods learnt
in Year 8 will therefore include all concepts learnt earlier. Students are advised to
maintain their exercise books and files for use in the next class.

9. Grading

All assessment is criterion referenced and aligned to learning objectives as

outlined in teachers semester projections. Teachers mark work on the basis of
mark schemes made in collaboration with colleagues of the same year group.
Formative assessments may be given a mark, a grade or a comment. It values
teacher judgement and informs the learner about strengths and areas of
development. All summative assessments are graded on a scale as published in
the whole school assessment policy.

Key Stage 3 Syllabus-Year 7

Year 7 Syllabus

Music

1. Length of the course

One year

2. Course description

The course consists of teaching the basics / rudiments of music and exposes
learners to further understand, learn and research different genres / styles
of music and its origins.
It also develops the students aural and visual awareness of composition,
song structures, group and individual performance skills and the
relationship between rhythm, note values, melody and harmony.
Learners will examine the differences between various musical styles and
attempt to recreate these through composition and practical development.

3. Course aims

4. Major concepts/areas
covered

5. Types of assessment

6. Methodology
7. Texts and materials

The course aims at giving students an over view and understanding of

Year 7 music.
Giving students a theoretical and practical experience of the different
aspects of music in Year 7.
Learning to use theoretical knowledge in a musical and rhythmic way.
Learning how music can be produced, in terms of melody and rhythm,
using musical software and computers.
Students to have an opportunity to listen to and perform simple song
structures.
Aural perception development, creating, composing and individual/
group performances of world music and other genres of music as well.
Introduction to Indian instruments and basic forms of scales, sounds
and rhythms.
Other genres of music include rock n roll, classic rock, pop music.

A baseline assessment is carried out at the beginning of the year to monitor

student progression.
Students are also formatively assessed throughout the year in lesson time
to aid / monitor their progression and development. These assessments are
based on the national curriculum levels which include:
Music theory
Aural awareness.
Practical work generated through the use of musical software /
computers.
Performances: Group and individual performance.
Lessons are divided into a mixture of practical work, music theory,
composition, musical analysis, research, history and musical interpretation.
A wide range of text and web based materials are used.
Computers and score writing, producing, listening and playing software are
also used.
Research material of world music and other genres are also used for

Key Stage 3 Syllabus Booklet Year 7

Year 7 Syllabus

Music

students musical development.

8. Additional
expectations

Students are expected to equip themselves for all music lessons with their
musical kit which consists of :
a) Manuscript book / jotter.
b) Pencil and pen kit.
c) Musical text book/s, if any.
d) The school dairy.

Key Stage 3 Syllabus Booklet Year 7

Students are also expected to complete all homework set for them
during lesson time.
Students are expected to develop a high level of proficiency in
performance and will be encouraged to take part in one on one
instrumental lessons and Musical workshops, as an after school activity
organised in school.
Students are also expected to perform in school, on stage, with their
respective groups / bands and as individuals to showcase their
developed talent and skills.

Year 7 Syllabus
1. Length of the course

Physical Education (PE)

One year.
Year 7 is the first year of the three year Key stage 3 Physical Education
programme.

2. Course description

PE develops students competence and confidence to take part in a range

of physical activities that become a central part of their lives, both in and
out of school.
A high-quality PE curriculum enables all students to enjoy and succeed in many
kinds of physical activity. They develop a wide range of skills and the ability to
use tactics, strategies and compositional ideas to perform successfully. When
they are performing, they think about what they are doing, analyse the situation
and make decisions. They also reflect on their own and others performances and
find ways to improve them. As a result, they develop the confidence to take part
in different physical activities and learn about the value of healthy, active
lifestyles. Discovering what they like to do, what their aptitudes are at school,
and how and where to get involved in physical activity helps them make
informed choices about lifelong physical activity.
PE helps students develop personally and socially. They work as individuals,
in groups and in teams, developing concepts of fairness and of personal
and social responsibility. They take on different roles and responsibilities,
including leadership, coaching and officiating. Through the range of
experiences that PE offers, they learn how to be effective in competitive,
creative and challenging situations.

3. Course aims

Learning and undertaking activities in PE contribute to

achievement of the curriculum aims for all students to become:
successful learners who enjoy learning, make progress and achieve
confident individuals who are able to live safe, healthy and fulfilling lives
responsible citizens who make a positive contribution to society.

4. Major concepts/areas
covered

Key Stage 3 Syllabus-Year 7

Competence
Performance
Creativity
Healthy, active lifestyles
Developing skills in physical activity
Making and applying decisions
Developing physical and mental capacity
Evaluating and improving
Making informed choices about healthy, active lifestyles

Year 7 Syllabus

5. Outcomes of the
course

Physical Education (PE)

The curriculum should provide opportunities for students to:

get involved in a broad range of different activities that, in combination,

develop the whole body
experience a range of roles within a physical activity
specialise in specific activities and roles
follow pathways to other activities in and beyond school
perform as an individual, in a group or as part of a team in formal
competitions or performances to audiences beyond the class use ICT as an
aid to improving performance and tracking progress make links between PE
and other subjects and areas of the curriculum

6. Types of assessment
(student performance)

Common assessments at the end of each unit of work.

7. Delivery/methodology

Teaching through key concepts to develop generic skills through a variety of

sport contexts.

8. Texts and materials

www.brianmac.co.uk

9. Additional
expectations (if any)

N/A

10. Grading policy

All assessment is criterion referenced and aligned to learning objectives as

outlined in the teachers semester projections. Teachers mark work on the basis
of mark schemes made in collaboration with colleagues of the same year group.

Students will complete the performance profile throughout the year. It will
comprise of setting goals, evaluating progress, a written test and a practical
examination.

Formative assessments may be given a mark, a grade or a comment. It values

teacher judgement and informs the learner about strengths and areas of
development. All summative assessments are graded on a scale as published in
the whole school assessment policy.

Key Stage 3 Syllabus-Year 7

Year 7 Syllabus
1. Length of the
course
2. Course description

Science

One year
The Science course places considerable emphasis on the understanding and use
of scientific ideas and principles in a variety of situations, including those which
are well-known to the learner and those which are new to them. This exciting
and interesting course offers a combination of theoretical and practical studies
leading to an understanding of the basic principles of Science as well as their
relevance and application to daily life. The Science course of Year 7 is guided by
the key stage 3 Science curriculum of the English National Curriculum. The
course provides a broad based learning of scientific concepts and principles with
an emphasis on scientific thinking. The main areas of study consist of 4
sections:
1. Organisms, behaviour and health
2. Chemical and material behaviour
3. Energy, electricity and forces
4. The environment, earth and universe
The course offers a variety of learning experiences that help in the development
of transferable life-long skills relevant to the increasingly technological
environment in which people find themselves. This course will also prepare
learners to gain the necessary knowledge and skills for the IGCSE Science
subjects like Physics, Chemistry and Biology.

3. Course aims

The programme of study aims at providing learners the opportunity to:

Key Stage 3 syllabus Year 7

Understand the nature of scientific ideas and carry out systematic inquiry.
Develop an interest in the study of science.
Develop experimental and investigative scientific skills.
Know and understand the applications of science in everyday life.
Communicate using a range of scientific terms and symbols. Use SI units and
present their ideas through the use of diagrams, graphs, tables and charts.
Develop and apply students information and communication technology
skills in the study of science.
Raise awareness of the moral, ethical, social economic and environmental
implications of using science and technology.
Develop awareness about health and safety and recognize hazards.
Understand the basic concepts in the study of Physics, Chemistry and
Biology and appreciate their scope, so that they can make an appropriate

Year 7 Syllabus

4. Major
concepts/areas
covered

choice of subjects at the IGCSE level.

Semester 1 (August-December)
1. Chemical and Material Behaviour

Safety in the laboratory

Hazard warning signs
The Bunsen burner
The best flame
What makes things burn?
Putting out a fire
Fire precautions at school
Acids and alkalis
Indicators
Weak and Strong Acids and Alkalis
The pH meter
Neutralisation
Particle world
Our watery world
Spreading out
How does heat change things?
How does the mass change?
Chemical reactions
Fizzy reactions
Combustion
Everyday Chemistry
Reactions running backwards

2. Organisms, behaviour and health

Key Stage 3 syllabus Year 7

Cells, tissues and organs

Using a microscope
Studying plant cells
Studying animal cells
Designed for a purpose-Specialised cells
Organs and technology
Reproduction in flowering plants

Science

Year 7 Syllabus

Semester 2 (January-May)
3. Energy, Electricity and Forces

Types of energy
Changing energy
Tracking energy transfers
What are fuels
Energy release from fuels
Conductors and insulators
Current in circuits
Energy in circuits
Measuring the forces around you
Different forces around you
Balanced and unbalanced forces
Speeding along
Measuring the speed
Friction
Air resistance
Streamlining and drag

5. The Environment, Earth and Universe

Key Stage 3 syllabus Year 7

Classification and Food web

How do we classify?
The five kingdoms
Water for plants
Why do we need plants?
Food web in the garden
Are leaves bigger in shade?
What conditions do animals prefer?
How plants and animals survive?
Food chains and webs
Weathering and fossils
Looking at rocks
Using rocks
Weathering of rocks
Pebble and powder signs

Science

Year 7 Syllabus

6. Outcomes of the
course

Science

Rapid weathering
Transporting rocks
Rocks and heat
Fossil past
How fossil fuels are made?
Finding fossil fuels

The broad outcomes expected from the Science course in this year group
include:
1. Practical and enquiry skills
Learners should be able to:
Use a range of scientific methods and techniques to develop and test
ideas and explanations
Assess risk and work safely in the laboratory.
Plan and carry out practical and investigative activities, both individually
and in groups.
2. Critical understanding of evidence
Learners should be able to:
Obtain, record and analyze data from a wide range of primary and
secondary sources, including ICT sources, and use their findings to
provide evidence for scientific explanations
Evaluate scientific evidence and working methods.
3

Communication

Learners should be able to:

Use appropriate methods, including ICT, to communicate scientific

information and contribute to presentations and discussions about
scientific issues.

Learners display their knowledge, understanding and application of the course

through a variety of tasks.

Key Stage 3 syllabus Year 7

Year 7 Syllabus

Science

Tasks include:

7. Types of
assessment

Short structured questions, free response questions

Data analysis, graphing, drawing diagrams simple calculations as

applicable for the content learnt.

Practical tasks also include following instructions (written or oral),

planning and/or carrying out experiments, collecting and analysing data
and reporting the whole practical.

In keeping with the whole school assessment policy, assessment in Science is an

ongoing process of evaluating, recording, tracking and reporting student
progress to enhance learning and raise achievement. Both formative and
summative assessments are carried out in the Science course.
All students are given a baseline test in term one in order to identify strengths
and weaknesses, as well as to inform teaching and learning.
In addition to teacher led assessments peer and self-assessment is also carried
out. Exemplar work is used to guide student learning and raise achievement
whenever appropriate.
Some of the widely used forms of assessments are:
1. Homework
2. Practical assignments
3.Charts/Models/Presentations/Research folders
4. Written tests
5. Practical tests
6. Oral test/Quiz

8. Methodology

A variety of teaching techniques are used in order to make learning more

effective and enjoyable. These include demonstrations and hands on
experimental work, expositions and discussions. Other strategies include
presentations by students individually or in groups, debates on ethical issues,
projects that encourage research work and hands on experience with special
equipment including data loggers. Students are also taken for educational trips,
and talks or workshops by subject specialists are organised. Charts, models,
micro slides (In Biology), videos, animations and simulations are used as
appropriate to enrich the learning experience. The use of information and
communication technology is an integral part of teaching and learning
strategies.

Key Stage 3 syllabus Year 7

Year 7 Syllabus

9. Texts and
materials

Science

Text books
Ed Walsh (series editor), Collins KS3 Science Book 1 ISBN: 978-0-00-726420-9
Resource books:
1. Hollins Martin, et al, Go for Science 1, (1997) Thomas Nelson and Sons
Ltd., KT 12 5PL UK
ISBN: 0-17-4387032
2. Fullick Ann, et al, Science Now, Part 2, (1996), Heinemann
Educational Publishers, Oxford OX2 8EJ
ISBN: 0 435 506852
3. Harrison Chris (series editor), Thinking through Science, Part 1 (2002),
John Murray (Publishers) Ltd., London W1S4BD, ISBN: 0 7195 7854

10. Additional
expectations

Additional expectations: Mathematical requirements

Learners are required to:
1. Add, subtract, multiply and divide;
2. Understand averages, decimals, fractions,
3. Draw charts and graphs from given data;
4. Interpret charts and graphs;
5. Select suitable scales and axes for graphs;
6. Use usual mathematical instruments (ruler compasses).
7. Understand the meaning of radius, diameter, square, and rectangle.
(Calculators may be used)

11. Grading policy

All assessment is criterion referenced and aligned to learning objectives as

outlined in teachers semester projections. Teachers mark work on the basis of
mark schemes made in collaboration with colleagues of the same year group
Formative assessments may be given a mark, a grade or a comment. It values
teacher judgement and informs the learner about strengths and weaknesses as
well as next steps. All summative assessments are graded on a scale as
published in the whole school assessment policy. The grades and grade
boundaries for Science are:
A*-90% and above
A -80-89
B -70-79
C -60-69
D -50-59
E -40-49
F -30-39
G -below 30%
In recording and reporting achievement in a semester, 30% weightage is given
to a range of assignments and projects done in class or as homework and 70% to

Key Stage 3 syllabus Year 7

Year 7 Syllabus

Science

controlled assessments. These assessments include scheduled summative tests

with at least 10 days notice.
A subject prize is awarded at the end of the academic year to the topmost
achiever and certificates to the next achiever/s within a mark range of 1-10.
The achievement is calculated as follows:
Semester 1 total + Semester 2 total

Key Stage 3 syllabus Year 7

Year 7 Syllabus

Spanish

1. Length of the course

One year

2. Course description

During the course of the one year the students will be able to develop listening,
reading comprehension speaking and writing skills necessary for effective
interactions in Spanish. They will also develop the knowledge and
understanding of different Spanish speaking cultures and the importance of the
interdependence between languages and cultures, thereby encouraging
reflection on their own cultural heritage.

3. Course aims

The purpose of the Modern Foreign Languages programme is to develop the

skills of listening, speaking, reading comprehension and writing to. This is done
through purposeful and fun activities which build up language gradually.
The emphasis is using the target language in different situations where the
function of the language

4. Major concepts/areas
covered

1. Welcome! - !Bienvenidos!
Asking a friends name. Introduction of the verb (llamarse)
Giving your name.
Greeting someone.
Asking how someone is and telling them how you are.
Say how old you are. Ask someone else his or her age.
Introduction to the verb ( tener- to have )
Understand simple classroom instructions.
Talk about objects in the class room.
Numbers up to 30.
Introduction to masculine and feminine words.
Introduction to indefinite article, singular and plural.
Introduction to definite article, singular and plural.
2. Country names- Nombres de los pases
Use of the verb ( Ser- to be)
Saying your nationality, masculine and feminine singular.
Saying where you are from.

Year 7 Syllabus

Spanish

Use of the verb (Vivir-to live)

Saying where you live.
Saying what language you speak.
Use of the verb (hablar-to speak)
3. Do you have any siblings? - Tienes hermanos?
Talking about your family.
Saying whether you have siblings or not, and if yes, what are their ages and
their names.
Introduction to possessive adjectives singular and plural
Mi,mis,tu,tus,su,sus.
4. Do you have any pets at home? - Tienes un animal en casa?
Talk about pets.
Describe animals ( their colour, size)
Ask someone if he/she has a pet.
Introduction to adjectives.
5. What do you look like? - Cmo eres?
Saying what colour your eyes etc are.
Describing your size.
Describing your colouring.
Use of the verb ( llevar- to wear)
Using adjectives
SEMESTER 2 (JANUARY-MAY)
6 Lets go to school- Vamos al instituto.
Talking about school and school subjects.
Expressing likes and dislikes.
Introduction of verb ( gustar to like)

Year 7 Syllabus

Spanish

Introduction of verb ( pensar-to think)

Introduction of verb ( preferir- to prefer)
7. What time is it? - Qu hora es ?
Asking and saying the time.
Talking about your school time table.
Days of the week.
Verbs ( empezar- to begin, terminar- to finish)
Talking about meal times.
Saying what you have to eat and drink.
Introduction of expressions of frequency
8. My school- Mi instituto
Describing your school.
Introduction to transport.
Saying how you get to school.

5. Outcomes of the
course

Speaking
To learn the patterns of basic conversation (introducing)
To understand basic information
To use known words in Spanish to interact in everyday activities
Listening and Responding
To recognise and respond to words, phrases and simple sentences in spoken
Spanish
To listening to different opinions
Writing
To identify and respond to features of written Spanish
To understand written information on a variety of topics
To demonstrate developing writing skills by recognising and copying
Spanish
Communication
To share basic information to a partner
Cultures
To demonstrate awareness of cultural diversity

Year 7 Syllabus

Spanish

To identify cultural practices in Spanish-speaking communities.

6. Types of assessment
(student
performance)

Assessment could be in the form of a test (written, spoken, listening) a roleplay, class work or homework. The achievement grade has the following break
up:
TYPE OF ASSESSMENT

%/WEIGHTAGE

Listening

25

Oral

25

Reading and Writing

50

Homework is set once a week and is usually a combination of written and

learning tasks.

7. Delivery/methodology A variety of teaching strategies and approaches are used to help students
remain focused and to make teaching effective and enjoyable e.g.

8. Texts and materials

9. Additional
expectations (if any)

Group work
Pair work
Individual work
Games
Different kinds of listening activities such as selective and detailed
listening
Different kinds of oral work such as conducting surveys, role plays,
songs, interviews and presentations
Different kinds of written work such as dialogues, short letters/essays,
fill in the blanks etc.
Using Information Technology
Promethean Board
Text book Listos 1 Total series from the United Kingdom
Workbook
CDs
Flashcards
Worksheets
Promethean Board Flipcharts
Information Technology
Websites
DVDs
Realia
For learning a Foreign Language regular revision of vocabulary and grammar is
necessary. Additional reading (story books, according to the language level the

Year 7 Syllabus

Spanish

student has achieved) is strongly recommended.

10. Grading policy

All assessment is criterion referenced and aligned to learning objectives as

outlined in teachers semester projections. Teachers mark work on the basis of
mark schemes made in collaboration with colleagues of the same year group.
Formative assessments may be given a mark, a grade or a comment. It values
teacher judgment and informs the learner about strengths and areas of
development. All summative assessments are graded on a scale as published in
the whole school assessment policy.
The grades and grade boundaries are:
A*-90% and above
A -80-89
B -70-79
C -60-69
D -50-59
E -40-49
F -30-39
G -below 30%