· web viewspecific word lists and specialised vocabulary are used throughout the year. ......

Year 8 Course Outlines2017-2018

Contents Art English Food Technology French Geography History ICT Maths Music PDW Physical Education Product Design Religious Education Science SEN Golden Curriculum English Textiles

Basic Equipment For All Lessons All students in Years 7 to 13 should carry with them the following basic equipment for all lessons:

Reading book Calculator Dictionary HB Pencil Soft pencils such as 2B, 4B, 6B (for Art) Colouring pencils Black, Blue and Green Pens; Black pens should be used for all

written class and homework. Green pens should be used for self-marking and peer-marking tasks.

Ruler, Eraser, Pencil sharpener

Department: Art Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Students will have two art lessons a fortnight. They will deepen their knowledge, skills and understanding, through structured projects working in a range of 2D and 3D media. A typical year plan might look like this:Term 1 Still Life Observational drawing and painting: Carra, Morandi, Lichtenstein. Recording ideas and observation –line, tone, formTerm 2 Working towards a final piece in paint or mixed media. Pop art / CubismTerm 3 Working to a project brief: William Morris/cultures. Spring into Summer - Pattern & PrintingTerm 4 Deepen knowledge of colour theory, Pattern and Texture. Journal- exploration of materials and mediaTerm 5 3D sculpture ‘Mad Hatters Tea Party’ - Kate Malone, Wayne Theibauld Research images and artists/ observational drawingTerm 6 Ceramic sculpture. Use of oxides and glazes. Modelling skills. Working with slab/coil etc

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment On-going formative assessment during lessons

by teacher Student/teacher one-to-one discussions Formal summative assessment

Research artists and their work Visit Art Galleries and Museums Working with different media

Team work Understanding the role of individuals in a team Encouraging and empathising

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students receive clear demonstrations on the

use of tools and equipment Art Risk Assessments are closely followed by

staff and students

Competitions are flagged up to students as they come into school

Enrichment opportunities are offered

Keywords are part of Learning objectives for each lesson

Students annotate their research in journals Scale and estimation opportunities are in each

project

Department: English Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Contemporary Prose: students will study a contemporary prose text from a

selection that includes Holes, War Horse, Boy in the Striped Pyjamas, Boy amongst others

Focus will be on characterisation, inference, language analysis, and structure.

There will be an additional focus on Literacy (specifically grammar, spelling, punctuation) and reading for pleasure

Term 2 Drama: students will study one drama play from either a contemporary or

pre-1914 context Focus on drama as Literature while understanding the impact of alternative

staging and how ideas are communicated through performance Continued focus on LiteracyTerm 3 Looking at one play, in full, by William Shakespeare Students will learn the importance of William Shakespeare and his place in

literary and cultural history Close study of language and how it presents meaning, how this can be

used in own writing

Term 4 Pre-1914 prose: students will study a 19th century text Looking at context, vocabulary, grammatical structures, checking

understanding Applying knowledge of how vocabulary, grammar and linguistic devises

can be used in own writingTerm 5 Poetry: Pre-1914 and Contemporary poetry from around the world Looking at poetic devices and applying them in own workTerm 6 Around the World in 80 Texts: A study of Non-Fiction and Media texts from

around the world, both contemporary and pre-1914 Understanding the cultural contexts of texts; interpretation of texts Studying the implication of grammar, vocabulary choices, inference


by teacher Student/teacher one-to-one discussions Formal formative assessment: end of unit

essay, graded

Ongoing reading project (min. 3 books per year)

Contextual research Regular participation in Reading/Writing

competitions Participation in national events, e.g. World

Book Day

Team work Understanding the role of individuals in a team Encouraging and empathising Learning about cultural heritage Understanding the cultural importance of

Literature

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Classrooms regularly checked for any safety

issues Students who show a particular flair for English

are identified and work with the Department AG&T co-ordinator

National competitions

Every lesson provides Literacy Chronology, use of diagrams when possible

Department: Food Technology Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 & 2/3 & 4/5 & 6 Research into the food of a region of Italy, home-made v commercially prepared tomato sauces, Practical – tomato sauce – uses for the sauce, Analyse

the nutritional content of ready-made v home-made pasta dishes, Practical Bolognaise sauce/Lasagne (to include a home-made béchamel sauce) – different uses for the sauce and how it can be adapted for different dishes.

Yeast based pizza dough – design a pizza to meet the requirements of the Eatwell Plate, Practical – yeast based pizza, No-yeast Pizza base to use for the ‘New’ pizza, Researching a new product, Design and make a new Pizza sweet/savoury using a no-yeast base.


by teacher Student/teacher one-to-one discussions Formal formative assessment End of unit assessment

To research the foods of Italy and the regional variations within the country

To keep a scrapbook of newspaper articles about food

To keep a recipe scrapbook To be aware of local produce – visit farmers

markets and food shows

Team work Understanding the role of individuals in a

team Understanding of different structures around

the world Encouraging and empathising Learning about artists, their life and their

work.

How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy Students receive clear demonstrations on the

use of tools and equipment. The Design and Technology Department have

detailed Risk Assessments which are closely followed by staff and students.

As Part of the Risk Assessment – all food allergy information about each student is recorded and students are taught to be aware of other students and their allergies.

To encourage students to work towards the Sainsbury’s Active Kids Awards from the 1 star award through to the 4 star award.

To give students the opportunity to visit The Good Food Show.

To give students the opportunity to cook dishes of their choosing in an enrichment activity.

Specific word lists and specialised vocabulary are used throughout the year.

Students are asked to complete an extended piece of writing as homework.

Students learn about measurements and dimensions of materials when planning their projects.

Department: French Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Module 1: T’es branché(e) ? End of Term test : Writing and ReadingTerm 2 Module 2: Paris, je t’adore ! End of Term test : Speaking and ListeningTerm 3 Module 3: Mon identité End of Term test : Writings and Reading

Term 4 Module 4: Chez moi, chez toiEnd of Term test : Speaking and Listening Term 5 Module 5: Quel talent?!End of Term test : Writing and Reading Term 6 Week 32 : 4 skills assessment (Modules 1 to 5) Module 6: Studio découverte End of Year assessment : Reading and Listening


by teacher Student/teacher one-to-one discussions Formal formative assessment End of unit tests

Learn vocabulary on a regular basis Use Frog for more independent learning Use “Zut” website for extra challenging

activities and personalised learning

Team work Understanding the role of individuals in a team 2-Day trip to Parc Astérix and a bakery Equality and diversity Learn about different cultures and traditions Encouraging and empathising


use of tools and equipment. The MFL Department have detailed Risk

Assessments which are closely followed by staff and students.

All electrical equipment is PAT tested Detailed Risk Assessments for trips

Encourage students to read a range of books in the Target Language made available to them.

Encourage students to watch films in the Target Language, in order to get more exposed to it.

“Zut” / “Languages online” websites


3 tenses taught and practised across the year. Students produce pieces of extended writing Students learn about dates, time, numbers

and prices

Department: Geography Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Unit 1 - Why do Geography? Unit 2 - HazardsTerm 2 Unit 3 - Sport and FashionTerm 3 Unit 4 - RainforestsTerm 4 Unit 5 - Environmental ConcernsTerm 5 Unit 6 - ChinaTerm 6 Unit 7 - Population Growth and India


by teacher Student/teacher one-to-one discussions Formal formative assessment End of unit test

Research applications of new learning in your local area

Conduct mini-fieldwork in the students’ local area

Design a flood –proof house Plan, design and evaluate flood defence

schemes for York Fieldwork on the school site

Working individually, in pairs and in groups Understanding the reasons for the variety of

cultures in the UK Understanding cultures in different countries Empathy for people from a range of cultures Understanding the impact of the physical

environment on peoples’ lives

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy The Geography Department has risk

assessments which are followed by staff and students

Completion of research activities Encouragement of application and synthesis of

knowledge in new situations

Specific word lists and specialised vocabulary are used throughout the year

Extended writing assignments Students will develop statistical and graphical

skills Data analysis

Department: History Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Agricultural change and developments in 19th century eg Seed Drill. Industrial Changes in textile industry. Conditions for Children in factories. Changes to Transport Slavery and Abolition of slavery Assessment using evidence on Life in Factories for children.Term 2 Suffragettes or Titanic Causes of WWI and Assassination in Sarajevo. Trench Warfare – ongoing

project Assessment – Extended Writing on Causes of WWI and Assassination in

Sarajevo.Term 3 Life in a Trench project – including weapons; rations; letters from soldiers;

Battle of the Somme; Poetry; equipment; types of animal in warfare. Assessment of knowledge and independent research – completed project

is used as assessment.

Term 4 Treaty of Versailles and failure of League of Nations Rise of dictators in Europe. Life in Nazi Germany WWII – including Home Front; Dunkirk; Operation Barbarossa; Battle of

Britain and Pearl Harbor Assessment questions and source analysis on Treaty of Versailles.Term 5 Atomic Bomb – should it have been used? (This links in with Year 13

Coursework) Civil Right movement and Martin Luther King Assessment on Atomic Bomb – Extended writing “Was Truman justified in

using this weapon?”Term 6 A project on either a significant event or person of the twentieth century

or a project on Cold War (the latter links in with Key Stage 5 coursework). End of Year Assessment


by teacher Student/teacher one-to-one discussions - all

teachers are happy to support students whenever needed.

Formal formative assessment - these are termly.

End of unit test

Research techniques are a central part of History - however this is always structured with a precise outcome.

Produce a detailed project of WWI incorporating their experience from the trip.

Look for references to 'History in the news' and bring evidence to lessons.

Visit to Ypres battlefields if possible.

Team work Understanding the role of individuals in a team

to achieve the best outcome. Understanding of different cultures and

societies around the world during the Medieval period.

Encouraging and empathising - during presentations this is openly encouraged.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy There are a clear set of 'rules' which each

student puts into their exercise book. Students are encouraged to remove blazers in

the summer to prevent over-heating.

Students will look in-depth at the impact on all of society in WWI - culminating in a trip.

Students are given the opportunity to undertake independent research on any of the topics - incorporating their own historical evidence.

Visits to historical sites and watching the news are encouraged and used in lessons.


Students complete extended pieces of writing for some formal assessments.

Statistics and graphs play a central role in most of the topics covered.

Department: ICT Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1- E-Safety Animation Students will be highlighting key risks online and identify how to stay safe

when using the Internet. Students will identify the difference between stop frame animation and

key frame animation. Students will be creating an animation using either DrawPlus or Flash

demonstrating a range of skills video editing skills.Term 2 – Computational Thinking Students will understand and be able to think algorithmically by thinking

in a logical manner. Students will be given problems to decompose and understand that there

are multiple ways to solve or improve a given scenario. Students will be able identify patterns and abstractions within scenarios

and relate these to coding. Term 3 – Textual Programming (Python) Students will understand what textual programming language is. Students will create a range of short programs in Python that include the

use of variables, repetition, conditional logic and functions. Students will demonstrate their understanding of code by testing

programs and reflecting of its efficiency.

Term 4 – Computer Technology Students will be able to identify different computing hardware, software

and storage devices and explain their purposes. Students will gain a firm understanding of computer technology enabling

them to explain the advantages and disadvantages of a given computer system.

Students will be able to understand the importance of back-up systems within a business and schooling environment

Term 5 – Website Creation (HTML and CSS) Students will identify common features of a webpage and understand

how design can differ depending on the webpages audience. Students will be able to create and format webpages by writing HTML

code. Students will Term 6 - Networks Students will have a strong understanding of what a computer network is

and all topologies available. Students will be able to explain hacking, the risks this can lead to and

different malware threats that can effect a network. Students will be able to identify common network devices and explain

their roles within a network.



Research topics. Produce your own game, animation, database,

work to show understanding of the topics. Skills building in new software packages.

Team work Understanding the role of individuals in a team Understanding of e-safety online. Encouraging and empathising how to keep

safe. Creating projects of work to fully fit your

purpose and audience.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are taught how to enter an ICT suite

at the beginning of the year. Students will be taught how to organise their

folders within their documents to ensure file loss does not occur.

Students cover e-safety within Term 1 and e-safety points are referenced within all units throughout.

Students will have the opportunity of an extension task within each unit.

AGT students will have to complete this extension task as their homework rather than the generic homework as this will stretch their ability.

High end questioning will be built within the units.

Students will recall and define key words throughout each unit.

Written tasks to demonstrate understanding will integrate literacy skills.

Numeracy will be integrated within programming units.

Timing of tasks will be visible throughout lessons.

Department: Maths Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Students follow on from Year 7 one of three tier scheme of work Pi, Theta or Delta.Term 1 Pi – Number properties and calculations, Shapes and measures in 3DTheta – Number, Area and volumeDelta – Factors and powers, Working with powersTerm 2 Pi – Statistics, Expressions and equationsTheta – Expressions and equations, Real life graphsDelta – 2D shapes and 3D solids, Real life graphs

Term 3Pi – Decimal calculations, AnglesTheta – Decimals and ratio, Lines and anglesDelta – Transformations, Fractions, decimals and percentagesTerm 4Pi – Number propertiesTheta – Calculating with fractionsDelta –Constructions and loci

Term 5Pi – Sequences, Fractions and percentagesTheta – Straight line graphs, Percentages, decimals and fractionsDelta – Probability, Scale drawings and measuresTerm 6Pi – ProbabilityTheta – Statistics, graphs and chartsDelta – GraphsRevision for the end of year exam. Preparation for study of GCSE.



Homework will be set regularly by the class teacher

MathsWatch is available with instructional videos for every maths topics from KS3 and KS4!

Team work Understanding the role of individuals in a team Understanding of different structures around

the world

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students receive clear instruction for class

routines Guidance is given in accordance with the

whole school policy for online work

UKMT Maths Challenge in Term 5 Each mathematical concept will be extended

by applying it to complex problems. Students will be exposed to similar content but with greater or lesser difficulty depending on their ability.

Constructing arguments based on mathematical calculations.

Many of the problems that we solve involve comprehension and then effective communication of the solution.

Department: Music Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Terms 1 and 2 The Blues. Through Performing, Composing,

Listening and Appraising, students will learn about how the Blues originated and influenced musical styles. They will learn key features and apply them to their compositions and performances. Students also listen to examples of music and develop their understanding of the musical style. Students will also further develop their understanding and use of ‘Sibelius’ for composing music.

Terms 3 and 4 African/Vocal Music. Students will learn about

the Music of Africa through Performing, Composing, Listening and Appraising – especially the role of the voice in performance and composition. Using a set poem, students compose a group piece using only their voice. They also learn about vocal feature musical terminology and Blues songs. Students continue to develop their skills in performing their compositions in front of the whole class and learn how to improve and develop their work further through peer, self and teacher assessment. Students will also continue to develop their use of Sibelius for compositional tasks, by composing a piece for a Blues quartet.

Terms 5 and 6 Film Music. Students will learn about the

development and importance of Film music through Performing, Composing, Listening and Appraising. Students compose their own music using different film genres as inspiration. Students will continue to use a variety of classroom instruments, especially the keyboard. Composers such as John Barry, John Williams are researched by students. They are also encouraged to watch a variety of films, to compare the music in each. They work in pairs and in small groups for the practical activities.


by teacher Student/teacher one-to-one discussions Formal formative assessment for Performing,

Composing, Listening and Appraising End of project test

Research musical features. Research musical styles. Research performers. Listening to examples of instruments and

music. Learning key features.

Group/pair work. Understanding the role of individuals in a

team. Understanding of different cultures around the

world. Encouraging and empathising. Learning about composers and performers,

their life and work.


use of equipment. Students have clear guidelines of how to work

safely and independently in practise rooms.

Differentiated work is given for every project, so that instrumentalists have an opportunity to use their skills.

Specific word lists and specialised vocabulary are used throughout the year and printed in their work booklets.

Students use numeracy when counting rhythms.

Department: PDW Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 PSHEE & Citizenship – Living in the wider world: Responsibility and worthinessTerm 2 PSHEE & Citizenship – Health and wellbeing & relationships: Curiosity (puberty, attraction), honesty in relationships, maintaining dignity, Christian values. Term 3 PSHEE – Health and wellbeing & relationships: healthy relationships, mental health, body and stress, online safety.Term 4 PSHEE and citizenship – Living in the wider world: staying true to virtues, overcoming social pressures. Term 5 PSHEE – Relationships: self-awareness, appreciation of the self and others, solidarity in friendships Term 6 PSHEE & citizenship: forgiveness, tolerance (PREVENT), service to God and community


by teacher Student/teacher discussions

Active citizenship projects such as fundraising and volunteering

Reading/ watching news and current affairs Participation in school projects such as Peer

mentoring and school council External links to organisations and help lines

Explore beliefs and experience; respect values; discover oneself and the surrounding world and reflect.

Recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views.

Use social skills in different contexts; work well with others; resolve conflicts; understand how communities work.

Appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are reminded about the sensitive

nature of some of the issues discussed during PDW sessions and how respect and trust form an integral part of many sessions.

Many topics covered during PDW cover internet and personal safety including advice on where students can receive help.

Skill development including; research, discussion, presenting, persuasive arguments, evaluation.

Spiral learning to build on previous and cross curricular knowledge

Provision for students to work independently on active citizenship projects

Thinking hard strategies

Specialised vocabulary used in every lesson. Students are asked to complete a variety of

tasks including poetry, song writing, raps, slogans and manifestos.

Students learn about economic wellbeing including debt, financial planning and budgeting.

Department: Physical Education Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Students will undergo baseline testing in the

following areas; invasion games, net and wall sports, gymnastics, striking and fielding, athletics and health and fitness.

Term 2-4 Students will study 2 activity areas per term

from the following list; invasion games, gymnastics, net and wall and health and fitness. They will develop their skills, tactical understanding and analysis skills in each of these areas.

Term 5-6 Students will study 2 activity areas per term

from the following list; athletics, striking and fielding and net and wall. They will develop their skills, tactical understanding and analysis skills in each of these areas.


by teacher Student/teacher one-to-one discussions Baseline testing in term 1 to provide a basis

for comparison. A grade will be awarded at the end of each

term based on the demonstration of skills, understanding and analysis of the students.

A mix of independent, pair and group work. Students are encouraged to attend extracurricular clubs to further their learning.

Team work. Understanding the role of individuals in a

team. Encouraging and empathising.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are required to bring full PE kit to

every practical lesson. Teacher will inform students if they need to

bring specialist equipment (e.g. shin pads, boots, etc).

Students should speak to first aid trained PE Staff immediately if they experience any pain

or discomfort before, during or after a lesson. Staff monitor all practical activities.

Maidstone schools competitions. Nominate talented students for County trials. Offer advice in finding local clubs.

Key words are identified and defined every lesson.

Students measure and calculate their own fitness using a variety of methods. They will use tables and charts to store and compare this information.

Students score their own games activities.

Department: Product Design Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1&2/3&4/5&6

Culture Inspired Pendants In this rotation students work through the ‘Design Process’ to design and make a product.

Students will . . . Understand health and safety in the workshop environment when using a variety of tools and equipment. Be able to analyse and then use a design context to enable the designing and making of a product that is relevant to the design brief /context. Be able to identify and collate research, displaying it effectively in mood board form, to inspire design work in line with the design brief/context. Be able to effectively analyse ‘real’ and ‘relevant’ products relating to their design intentions. Research and understand the characteristics and properties of materials. Annotate design ideas to reflect on each design ideas strengths and weaknesses and to also show that materials and methods have been considered. Develop CAD (2D Design) and CAM (Laser Cutter) knowledge and skills – gained through experience. Be able to identify production methods and be able to put manufacturing techniques into the production of products. Make a final outcome that answers the design brief and shows high levels of practical skills and finishing methods. Be aware of and put their final outcome through quality control checks. And know how to improve the product. Students will carry out peer and self-assessments as part of their evaluations and ongoing reflections.



Homework tasks are varied and allow for development of independent learning.

Students are always encouraged to consider the development of their ideas outside of lesson time. Any valid independent learning is rewarded through achievement points.

Team work – Students develop an understand of the role of individuals in a design team

Encouraging and empathising with peers Offering praise and constructive criticism to

peers through critiques and feedback. Learning about other products and how they

might be culturally influenced.

How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy Students receive clear demonstrations on the

safe use of tools and equipment. Students have a detailed introduction to

Health and Safety in a DT practical workshop. The Design and Technology Department have


Enrichment Day’s often offer activities to challenge Students further relating to this Design Technology Specialism.

Homework activities offer Students opportunity to challenge themselves.


Students are sometimes asked to complete an extended piece of writing as homework.


Department: Religious Education Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1: Creation The writers of Genesis used symbolic stories to tell important truths. God

made us in his image and likeness. By disobeying God Adam and Eve damaged human nature. Original Sin is

in all of us. God made a good world and told humans to be stewards of it.Term 2: Covenant When God makes promises they will always be kept. God chooses people,

as he chose Moses to do his work. The Exodus story shows the weak can win if they have faith in God. The 10

Commandments help us live with God and each other. Jesus is the fulfilment and completion of all the other covenants.Term 3: The Mass Mass is food for your soul and your faith. The Liturgy of the Word is where the Bible is read to the congregation. The

bread and wine in the offertory symbolize us offering our lives. At the Mass the Last Supper and Jesus' sacrifice are relived. Holy Communion is God's greatest gift to us where we receive Jesus.

Term 4: The Church Holy Week is the most important week of the year. At the Last Supper Jesus

gave us his body and blood. Many people are considered responsible for Jesus' death.

Jesus went through the ultimate suffering on Good Friday. Many people witnessed Jesus' bodily resurrection.

Term 5: Our Lasallian Ethos Understanding who St John Baptiste de La Salle was and his role in

education. Researching the five core values of a Lasallian school. Understanding our place in a global Lasallian network. Applying the Core Values to our lives. Term 6: Islam The Oneness of God and Life after Death Muhammad and The holy books of Islam The five pillars of Islam


by teacher Student/teacher one-to-one discussions Formal formative assessment Knowledge tests End of unit test

Research to be done when completing homework assignments.

Prepare power point presentations e.g. Humans being made in the image of God.

Understanding the role of religion and faith in the world.

Being aware of differences between different religions.

Developing open-mindedness and understanding for the reality of difference.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students receive a clear set of expectations

that include what is regarded as an acceptable standard of behaviour.

The Religious Education department have developed resources and activities that are specifically designed to challenge.

Key words are on display in each Religious Education classroom. These are used regularly during lessons.

Students are frequently asked to complete written work in lessons and as homework.

Tasks/activities that are given to students are usually timed.

Department: Science Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 and Term 2

In terms 1 and 2, students are introduced to the Biology topics which will prepare them for the new GCSE course.

Students learn about ecosystems and how organisms are interdependent.

Topics include: classification, food chains, adaptation, variation, genetic modification and the uses of legal and illegal drugs.

Term 3 and Term 4 Terms 3 and 4 are dedicated to studying

the Chemistry topics which will prepare learners for the new GCSE course.

Students learn about the structure and materials available on the Earth and begin to study chemical reactions in detail.

Topics include: the Earth, rocks, ores, metals, chemical reactions, fuels and Biofuels.

Term 5 and Term 6 In terms 5 and 6, students are introduced

to the Physics topics which will prepare them for the new GCSE course.

Students are introduced to the mathematical formulae required for this year and we emphasise how to use and memorise them.

Topics include: waves, light, sound, motion, Hookes Law, days and seasons and the calorific values of foods.

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment. On-going formative assessment during lessons

by teacher. Questioning of students. Student/teacher one-to-one discussions and

progress reviews. Formal formative assessment and book

marking End of unit tests are set every second term

and provide important evidence of student progress and organisation of sets for next year.

Research famous scientists and their impact on the history of science and development of humanity.

Begin to learn computer programming. Visit museums and science exhibitions. Purchase and enjoy using a science kit (eg a

starter chemistry set). Watch online videos about science and/or

science based television shows eg Braniac, Mythbusters, James May’s Bright Ideas, ect.

Using “Keystage Three Bitesize”, key stage 3 question books and other well established revision resources.

Team work Understanding the role of individuals in a team Considering the environment and the

importance of energy conservation e.g. acid rain, global warming

Learning about the individuals who have helped to shape the modern world and who may influence the future of humankind.

Empowering students to realise that they are aware that can make an impact on the world around them. Keeping up to date with current affairs in the science arena.

How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy The Science Department have detailed Risk

Assessments which are closely followed by staff and students.

Students are introduced to safety in the lab from their very first lesson in science in year 7.

Teachers will remind students of health and safety issues before each practical lesson.

Differentiation during lessons Levelled tasks to allow students to achieve

more highly than their baseline target. Trips and other extracurricular events. STEM clubs and events.


Students are asked to complete an extended piece of writing.

Explanations are expected in full English. Students learn about using graphs, tables and

charts to present and analyse information. Students perform calculations, and quote

answers with correct units.

Department: SEN Golden Curriculum English Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context)Overview Some students within every year group may experience significant literacy difficulties that impact upon their ability to access the mainstream school

curriculum. Using a combination of Cognitive Ability Test scores, Key Stage 2 scores and reading ages, we select approximately 10 students who have the most

significant literacy difficulties in each Key Stage 3 year group and teach them English in small groups within the Supported Learning Centre. Their English lessons are undertaken at the same curriculum time as their peers, but they are taught in a small group by specialist SEN teaching and/or

support staff. The SEN Department follow the Schemes of Work set by the English Departments, but in a highly differentiated manner and with a clear focus on

improving key skills like reading, spelling and grammar. The aim of Golden Curriculum is to boost the literacy and numeracy skills of the students within the group and move them back into the mainstream

classes when they are ready.Term 1 Development of key literacy skills through the study of a classic, but differentiated version of a Drama-e.g. Frankenstein.Term 2 Development of key literacy skills through the study of a work of contemporary prose and also poetry-e.g. War Horse and War Poetry.Term 3 Development of key literacy skills through the study of a Shakespeare text-e.g. Macbeth.Term 4 Development of key literacy skills through the study of a pre-1914 literature-e.g. Alice in Wonderland.Term 5 Development of key literacy skills through the study of a science fiction text-e.g. The Hunger Games.Term 6 Development of key literacy skills through the study of a non-fiction text-e.g. Muhammed Ali/Anne Frank’s Diary


by teacher Student/teacher one-to-one discussions Formal formative assessment Reading and spelling assessments.

Research information about the author and the context behind a story.

Visit the library and read similar books to our topic books.

Visit the cinema to see films in the same genre as we are studying.

Team work and understanding the role of individuals in a team

Understanding of different cultures around the world

Encouraging and empathising. Learning about people and events

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Clear code of conduct that is followed in the

Supported Learning Centre. Clear expectations for behaviour High staff to student ratio/small groups

The aim of the Golden Curriculum programme is to give intensive support to students, so that they can move up to mainstream as soon as they are able to.

Open ended research and project based tasks.

Regular subject specific vocabulary and spelling lists to learn and reading for pleasure

Lexia reading and Rapid Plus used to improve reading and spelling

Information presented in a variety of different/differentiated ways

Department: Textiles Year 8

Plan Of Learning For The Year (Unit/Topic/Project Context) – Two Term Programme Of LearningTerm 1&2/3&4/5&6 During the start of the project students will be taught how to use a sewing machine, enabling them to receive their ‘Sewing Machine Licence’; here they

will be learning how to thread the sewing machine and change stitch types to suit their need.. Throughout the project they will then develop their skills in order to create their cushion. They will learn how to weave and practice weaving different types of weaves as well as designing their own weave.

Students will produce a cushion using many practical skills like working with pattern pieces, learning the uses of different materials and using a wide variety of surface decoration skills to embellish their cushion to suit their chosen theme. They will also further build on their hand sewing skills and textile knowledge.

Through this topic students will continue to work in a format that reflects the design process and be introduced to more independent theory work.


by teacher Student/teacher one-to-one discussions Formal formative assessment End of unit assessment

Research inspiration for their chosen theme and weave.

Research natural and synthetic fibres/fabrics Create a ‘How to’ information sheet on how to

create a cushion. Create an information sheet on a surface

decoration technique

Team work Developing creative skills Written and spoken peer feedback

Independency is encouraged through a planning sheet

Researching lifestyles in and out of school


use of tools and equipment. The Design and Technology Department have


The Design and Technology Department develop students’ creativity and ingenuity by encouraging them to work independently.

Allow for students to adapt the projects if needed to extend learning.

Guides of how to construct the cushion will be available to allow for students to learn independently.

Specific word lists and specialised vocabulary are used throughout the year and displayed in the classroom.

Students are asked to complete an extended piece of writing when evaluating their work.


· web viewspecific word lists and specialised vocabulary are used throughout the year. ......

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