School is now closed for an extended period. If you need emergency food over the weekend please click here. If you are a student in need of additional mental health support, please click here, to access numerous helplines. If a crime has been committed call the police on 101, or if there is an emergency taking place call 999. we look forward to welcoming back all our students on Tuesday 22nd April at 8.00am in full school uniform and with school equipment in a school bag.
Welcome to Year 7, here at Beckfoot Upper Heaton, our culture is celebratory and aspirational. We want each young person to make a valuable contribution and in doing so, we hold the highest expectations of them. We understand that starting secondary school can be daunting, which is why we work to ensure all students have a smooth start at school. We aim to make the transition process as smooth as possible, as we understand it can be an anxious time for students and their families. From the onset, we work with students to help them settle in, make friends, and build upon their primary experiences.
Transition Day: This takes place during the first week of July, where students will have the opportunity to come into school for a whole day to get their first real taste of Beckfoot Upper Heaton.
September start: The first day in September is reserved for our new Year 7’s, they will receive their timetables and begin their journey.
October Transition Review: After spending a half term with us we invite families in to meet with tutors again so you can hear from both your child and tutor about their time at Beckfoot Upper Heaton so far and how they have settled in.
Our team will be here to support Year 7 students through their transition to secondary school and their first year at Beckfoot Upper Heaton
Should you ever have concerns or queries, please contact the school on 01274 771444.
Extracurricular clubs – We encourage our Year 7 students to sign up to our extracurricular activities to make new friends and engage in learning outside of the classroom.
Trips and enrichment experiences run throughout the year and can range from residential trips, subject-specific trips and reward trips.
Nell Bank Trip: Early in the Autumn term, we take the whole year group to Nell Bank Outdoor Education Centre for the day to engage in fun activities and make new friends.
| Subject | Cycle 1 | Cycle 2 | Cycle 3 |
|---|---|---|---|
| Art | Introduction: What is art and why is it important? Insects: Exploring techniques to create art Artist: Christopher Marley | Continuation of insects: Exploring different artists and creating responses Developing artistic skills with different mediums and techniques | Understanding colour theory Blending colours using mixed media Artist: David Hockney, developing artwork in response |
| Design Technology | DT Importance of design and how to utilise different design methods to create a product with 2D design. Projects: Students will make a superhero torch and pop-up card | Food Students will combine theory and practical lessons to understand the essential knowledge and skills in food, including health and safety in the kitchen and healthy living. Basic chopping, baking, mixing and decorating Recipes covered: Dippy divers, cheese on toast, rock buns, pizza whirls and flapjacks | Textiles Students will review the work of artist Keith Haring and their work, as they are introduced to skills such as stenciling and block printing. Students will learn to sew a zip and evaluate their work. Project: Designing and creating a pouch based on Keith Haring |
| Geography | How do geographers investigate where we live? Students will build on geographical enquiry and skills, and learn more about the types of Geography. Can the development gap be closed? Students will tackle the concept of development and understand the complexities of things constantly changing. | How are the economies of different countries connected? Students will be introduced to what makes up an economy, trade and globalisation. How does the UK experience mixed weather? Students will be introduced to the principal elements of weather and climate, investigate the UK climate, and carry out fieldwork on the school grounds. | Is there a climate crisis? Students will investigate climate change, causes, effects and responses and be introduced to the concept of sustainability. They will also investigate extreme weather events and their impacts in the UK and globally. |
| History | History mysteries: why are there still mysteries is history? Invasion of Britain – Why did different groups invade Britain from the Celts to the Normans? Medieval Britain – What was life like after the Norman conquest? How did the Normans gain control over England? Key skills – sources and evidence, historical interpretations, historical significance and chronology | The Kingdom of Benin – How and why was the Kingdom of Benin powerful? Why did Britain colonise the Kingdom of Benin? The Tudor reformation – Why did Henry set up the Church of England? How did the change in the church impact Britain? Key skills – Cause and consequences of changes, sources and evidence, historical interpretations, historical significance, and chronology | The English Civil War – How did a fall out over power lead to the execution of a king? The Mughal Empire – What was the Mughal Empire and what was its legacy? Key skills – more developed source analysis, sources and evidence, historical interpretations, historical significance, and chronology |
| Computing | Computer room rules Base line assessments Responsbility and safe use of IT Password security Online safety, profile, appropriate relationships | Vector graphics Creating a logo for WildCare charity Create a static banner for WildCare Create an animated web banner for WildCare | Introduction to key computational concepts – flow charts, algorithms, sequencing and subroutines Introduction to key programming constructs – variables, sequencing, selection and loops Students will learn to use a graphical block based programming software |
| Maths | Algebraic thinking: Sequences, understanding and using algebraic notation, equality and equivalence Place value and proportion: Place value, ordering integers and decimals, fraction, decimal and percentage equivalence | Application of number: solving problems with addition and subtraction, solving problems with multiplication and division Fractions and percentages of amount Directed number: Operations and equations with directed number Fractional thinking: Addition and subtraction of fractions | Lines and angles: Constructing, measuring and using geometric notation, developing geometric reasoning Reasoning with number: Developing number sense, sets and probability, prime numbers and proof |
| Music | Transition unit: pupils will begin to develop an understanding of the musical elements of pitch and rhythm through performances using the voice, keyboards and percussion instruments. | Keyboard skills: Pupils focus on their individual keyboard skills through the performance of simple melodies as both soloists and classroom ensembles. | Notation: Pupils begin to develop their knowledge of standard musical notation through performance and composition activities. |
| pshce | PSHCE at Beckfoot Upper Heaton: students will be introduced to the key PSHCE topics that will form the basis of PSHCE at BUH, based on school priorities. Because I’m worth it: students will understand the significance of self-worth and how self-worth can be improved. They will explore romance and friendships (including online) and relationship boundaries. | Desert island living: students explore governance and finance including how countries are governed, laws are created and the nature of financial decisions. My body my rules: students will explore healthy routines and influences on health. This will provide an opportunity to build on prior learning around puberty and personal hygiene, including unwanted contact and FGM. | Careers: Students will reflect on their own interests and hobbies and explore associated careers, they will then set goals that will support them on career journey. We all come from somewhere: Living in Bradford, students are subject diversity in a variety of forms particularly linked to culture as a result of migration. They will reflect on significant stories around them, link to prejudice and bullying and understand what we can do to prevent this and celebrate diversity. |
| Science | Working scientifically: science and investigation skills Organisms: Movement and cells Matter: Particle model and separating mixtures | Forces: Speed and gravity Ecosystems: Interdependence and plant reproduction Reactions: Metals and non-metals and acids and alkalis | Energy: Energy costs and energy transfer Genes: Variation and human reproduction Earth: Earth structure and universe |
| English | Greek Mythology: Students will encounter a range of myths and early literary concepts that will establish a foundational understanding of literature through time, students will also learn how to craft their own mythological descriptions. | The Tempest – William Shakespeare: Students will explore The Tempest to develop their understanding of Shakespearean plays as well as as the English literary canon. In the second half of cycle 1, students will also study the history of rhetoric including the art of persuasion from great historical orators. | Narrative poetry through time: starting with Norse mythology – Beowulf, and building to a modern day understanding of themes and issues in 21st century poems. Students will then cover narrative writing skills. |
| French | Back to school: Introducing themselves, learning numbers, talking about brothers and sisters, talking about likes and dislikes, describing yourself and saying what you do | In class: Learning colours and shapes, opinions about school subjects, describing a school uniform, learning the time, describing school day, a typical school day in France and talk about my ideal school | My free time: Weather and seasons, what sports I play, what sports I do and opinions about sports My family life: talking about animals, learn higher numbers, describing family, describing where I live |
| Spanish | My life: Introducing myself, what type of person am I, learning numbers, talking about brothers and sisters, saying when my birthday is, learning about pets and learning colours | My free time: Saying what I like to do, saying what I do in my spare time, learning about the weather, saying what I do according to the weather and saying what sports I do | Mi Insti: Learning about school subjects, giving opinions about school subjects, describing what’s in my school, giving opinions about what’s in my school, talking about what I do at breaktime |
| PE | Football, netball, fitness, badminton and basketball. | Table tennis, gymnastics, badminton, dance | Gymnastics, handball, OAA, Athletics, cricket, rounders |
| Urdu | Greeting, changing shapes, joining position of different letters, number 1-20, colours, days of the week, animals, openers and endings, positive opinion, negative opinion, fruit and veg, weather/seasons |