coasts · web viewtwists and turns – dry media observational drawings of ropes, fabric, bows,...
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http://www.blandfordschool.org.uk
What your child will be learning in
Year 8Parental Guide to the KS3 Curriculum
2012-2013
Dear Parents
The purpose of this booklet is to inform you of what your child will be learning this year. We hope you will find it useful.
In addition to the timetabled curriculum, your child will have many opportunities to get involved in extra-curricular activities, which we believe will enrich and broaden their overall learning experience.
If you have any questions about the overall curriculum, or anything contained in this booklet, please contact: Andrew Mead, Deputy Headteacher (phone: 01258 451121 ext. 213, or e-mail: [email protected]). For questions regarding individual subject content, please contact the staff listed below:
Subject KS3 Co-ordinator E-mail address
English Miss F. Biggs [email protected]
Maths Mr J. Payne [email protected]
Science Rev. T. Meachin [email protected]
Art Mrs G. Amey [email protected]
Dance Miss C. Kelly [email protected]
Design & Technology Mr N. Pinch [email protected]
Drama Mrs B. Mutimer [email protected]
MFL Ms. D. Tregaskis [email protected]
Geography Mrs J. Allan [email protected]
History Mr S Bailey [email protected]
ICT Mrs K. Tylor [email protected]
Music Mrs N. Fulker [email protected]
PE Miss S. Gay [email protected]
PSRE Mr S Harrow [email protected]
Head of Year: Mrs R Rosoman ([email protected])
Deputy Headteacher: Mr A Mead ([email protected])
The Blandford Schoolhttp://www.blandfordschool.org.uk
Key Stage 3 Curriculum 2012-2013
Year 8
What your child will be learning in:
English
Autumn Term
'Tell Tale Heart' - creative writing; film trailers
Comparing Poetry or 'Noughts & Crosses'
Spring Term
Persuasive speaking and writing Comparing Poetry or 'Noughts & Crosses'
Summer Term
'Much Ado About Nothing' 'The Simpsons' - analytical writing
Maths
Autumn Term
Integers, Powers + Roots (6) - N1 Sequences (3) - AL1 Angles + Construction (6) - S1 Fractions, Decimals and Percentage (6) - N2
Half term Collect, Represent + Analyse data (6) - HD2 Expressions, Equations + Formula (6) - AL2 Area , Volume and Nets(6) - S2 TEST
Spring Term
Linear functions & Graphs (6) -AL3 Integers and Decimals (8) - N3 Transformations (6)
Half term Solving Equations (6) - AL4 Probability (6) - HD1 Integers and Decimals / Number Problems (6) - N3 TEST
Useful English Websites:
http://www.guardian.co.uk/books/2010/may/12/best-childrens-books-twelve-years-over http://www.independent.co.uk/arts-entertainment/books/news/the-50-books-every-child-should-read-2250138.html
http://www.bbc.co.uk/schools/ks3bitesize/english
Useful Maths Websites:
http://www.bbc.co.uk/schools/ks3bitesize/maths/
www.mymaths.co.uk (students will be given their own personal username and password)
Summer Term
More Brackets, Equations + Graphs(8) - AL5 Ratio (3) - SP1 Solving Problems (3) - SP1 REVISION FOR EXAM
Half term EXAM Drawing, Elevations, Maps, Bearings, Loci (6) - S4 Number Problems - (9)See N1 yr 9
For further support in Maths, students can use Maths Watch. Links to this are given at the bottom of the maths page in Frog on the school’s website. This contains video clips explaining how to do mathematics as well as worksheets. Students beyond KS3 level 5 should use the clips and worksheets for the lower GCSE levels.
Science
(Rotation of these topics)
Food glorious Food Going for gold – Respiration Doctors and disease – Microbes The way of the dodo – Environment & Ecology Water – in the drink – Solutions Materials and recycling – Atoms & Elements All that glitters – Compounds and Mixtures Explaining the Earth Head transfer Forces and transport Light fantastic Sound & Hearing
Art
Twists and Turns – Dry Media
Observational drawings of ropes, fabric, bows, belts, clothing and mannekins Fabric -Exploring tones – showing contrasts to create folds. Exploring a variety of media like; pencil crayon, charcoal, chalk pastels, pencil Investigating how other artists create tones on their ‘clothing’ works of art. Using past art work to create a new piece of group work. This includes; Malkovich, Rene Magritte, Hans Holbein, Thomas Gainsborough, Student evaluation of their learning.
Perspective and Manga
Identifying what perspective is. How have other artists used it in their work? Using and developing one and two point perspective Cultural research on Manga How to draw Manga Developing their own characters
Useful Science Websites:
http://www.bbc.co.uk/schools/ks3bitesize/science
http://lgfl.skoool.co.uk
http://www.schoolscience.co.uk
Personal Learning Task – Cartoons
Researching cartoons Identifying key elements in a cartoon Developing a character Using foreground, midground and background to create distance Writing and illustrating a story board Final piece of work based on their chosen subject matter. Student Evaluation of their learning
Surreal - Dreams
Artist research on the Surrealist movement Imagination. Looking at other artists interpretation of dreams Photographs and magazine collage Putting primary and secondary images together and making another
piece of work that could never happen Student evaluation of their learning
Design and Technology
(Carousel of topics)
.
French
Autumn Term More work on discussing self and family .Jobs More work on where you live Past tense freetime activities TV programmes
Spring Term Fashion and opinions Use of adjectives Understanding a longer text Discussing eating habits Use of je voudrais
: Summer Term
Present tense when discussing holidays Past and future tense with holidays Useful French Websites:
www.linguascope.comwww.atantôt.com
Electronic Products Food Technology Product Design Textiles technology
Alarm system Baked products Pods storage system
Cartoon pencil case
An alarm system to protect your stuff
All kinds of baked products, sweet and savoury
A small storage unit to hold anything you wish
Using a cartoon character, embellish a pencil case for you to use
Cultural diversity of French-speaking countries Tense revision Events and sportspeople in French-speaking countries
German (optional)
Autumn Term: Greetings and introductions, alphabet, name and age. Numbers 1-20, saying where you are from. Describing self and family, pets, colours. School subjects and opinions. Days of the week, times.
Spring Term:
Describing where you live, numbers 1-100. Rooms of the house. Food and drink, likes and dislikes. Talking about money. Buying food and souvenirs.
Summer Term:
Talking about hobbies and interests. Present tense of common verbs. Asking questions with "du". Describing your town. Giving directions.
ICT
Autumn Term
Publishing on the web Reliability, validity & bias Modelling
Spring Term
Data logging and Public Information Systems Sequencing instruction and game design
Summer Term
Integrating applications: planning, marketing, podcasting and video editing.
Performing Arts
Useful French Websites:
www.linguascope.comwww.atantôt.com
Useful ICT Websites:
http://www.teach-ICT.com
www.icthomework.com
Building upon the toolbox of skills from year 7, Performing Arts in year 8 looks at specialist practice in more depth. Autumn Term
Practitioners and technique: Mime Practitioners and technique: Comic Masks
Spring Term
Issue-based drama: ‘Wacky soap’ Practitioners and technique: Artaud, Dream Theatre and expressive movement.
Summer Term Working with text: ‘Scary Play’ by Judith Johnson Working with text: Production values
Spanish (optional)
Autumn Term: Personal information School equipment Numbers Languages and countries Physical description and pets
Spring Term: Describing schools and school subjects Talking about meal times Describing means of transport to school Describing where you live Talking about your daily routine
Summer Term: Talking about places in town Understand and give directions Talking about the weather Naming sports Talking about your free time.
Geography
Autumn Term
Coasts
The Jurassic Coast
Field trip to Lulworth Cove and Durdle Door
What makes people British?
Why do People migrate?
Spring Term
What is the role of the European Union? A study of an EU MEDC – Italy
Antarctica – An environmental enquiry
Summer Term
Why should we be concerned about the world’s resources?
History
Autumn Term Why were Europeans mad about Empires? How would the Spaniards describe the Aztecs to their friends back in Europe? Research Aztec War/ wealth / Religion Why did the Spanish Armada fail? Collect the evidence Reasons for Spanish defeat Elizabethan portraits When and why did King Charles I lose control? Causes of the English Civil War Execution of Charles I Royal Rollercoaster Put your ruler in the Hot seat
Spring Term Why did the British want an Empire? How great was the British Empire Why did they emigrate to America?
Useful Geography Websites:
Some useful websites:www.ciaworldfactbook.com
www.googlemaps.comwww.bbc.co.uk
www.discoveringantarctica.org.ukwww.ons.gov.uk/censuswww.jurassiccoast.com
www.europa.eu.comOther sites will be recommended.
Newsround meets the Pilgrim Fathers How did the Atlantic slave trade work? Middle passage & Life on the plantations Why the slave trade should be abolished? Thomas Clarkson’s speech
Summer Term The Napoleonic Wars Napoleon’s plan Battle of Trafalgar Was Nelson the main reason why the invasion failed? A quick history of Britain 1750- 1900 What did the Industrial Revolution do for us? Living and working conditions Why is it so difficult to find out what children’s working conditions were like? Winning the Vote
ICT
Autumn Term
Publishing on the web Reliabiltiy, validity & bias Modelling
Spring Term
Public Information Systems Integrating packages
Summer Term
Integrating packages
Music
Autumn Term
Investigating various styles of music including performing in Rock ‘n’ Roll and Classical styles
Useful History Websites:
http://www.schoolhistory.co.uk
www.bbc.co.uk/schools/websites/11_16/site/ history .shtml
Playing chords and using chord structure
Spring Term
Composing songs Understanding the importance of layers by using bass lines, chords and melody
Summer Term Using structure to organize their pieces including Binary, Ternary and Rondo form
Students are encouraged to use instruments that they learn inside and outside of school in their lessons
PE
Rugby (Boys) / Netball (Girls) Problem Solving Net/Wall games (e.g. badminton/volleyball) Gymnastics Invasion games (e.g. basketball/football) Fitness Athletics Striking/Fielding games (e.g. cricket/rounders)
Assessment in PE:
In each year, students are assessed across 6 abilities. Their final assessment level is an average attainment across each of these. The 6 abilities are:
1) Physical – skills associated with individual sports and ability to transfer skills between sports2) Health – Knowledge of health and fitness components3) Cognitive – ability to think tactically and identify strengths and weaknesses in performance4) Personal – how students persevere with challenging tasks and their ability to recognise the level at
which they are working5) Social – their ability to work effectively as part of a team and to develop leadership skills6) Creative – pupils ability to create and choreograph performances and to think imaginatively
Across the key stage, pupils will be assessed in a different activity area for each ability e.g. Personal: Y8 Athletics, We would expect most students in Y7 to achieve at level 4b by the end of the academic year. We would expect most students in Y8 to achieve at level 5b by the end of the academic year.
PSRE
The topics that will be covered this year are:
1.Sikh Beliefs
Introduction to Sikh beliefs: Looking at the Mul Mantra Gurus – what is a guru? The Forming of the Khalsa: Guru Gobind Singh What do Sikhs do to put belief into action? The 5 Ks What do Sikhs do to put belief into action? The Guru Granth Sahib – what’s in it, how its treated, What do Sikhs do to put belief into action? Meditation and worship What do Sikhs do to put belief into action? Equality and Khalsa Aid What do Sikhs do to put belief into action? The Gurdwara – how does it
show equality How are beliefs about equality shown in Sikh marriage: arranged marriage
Useful PSRE Websites:
http://www.bbc.co.uk/schools/websites/11_16/
http://www.bbc.co.uk/religion/religions/buddhism/
http://www.bbc.co.uk/religion/religions/christianity/
2.Love Peace and Justice
What would Jesus do? Looking at the impact of belief on a religious person Martin Luther King Day: Belief into Action How did Martin Luther King put belief into Action?: The Montgomery Bus Boycott and the Little Rock
Nine Injustice: How would a Christian respond to injustice today?
3. How can Holocausts happen?
What are Prejudice, Discrimination, Persecution, Scapegoating and Holocausts? Why the Jews were persecuted and become scapegoats An example of someone who experienced persecution: Anne Frank How the Holocaust affected Jew’s beliefs about God Holocausts today: Dafur Attitudes to Asylum seekers: A Christian/ Sikh response Belief into Action: What religious people might do to prevent
Holocausts happening
4. Buddhist Beliefs:
How do we know what is real? Enlightenment Reaching Enlightenment: How the Dharma helps Buddhists (The Wagon of Life Story) Reaching Enlightenment: How Karma affects a Buddhist (Weeds and Flowers story) Reaching Enlightenment: Following the Eightfold Path. How hard is it?
5.Christian Denominations and Worship
One Church Many Branches: How the Christian Church is organised
What is a Church Like?: Looking at the features of different denominational places of worship
Trip to Church: Visit 2 Christian places of worship, meet a member of the congregation/clergy and take photographs
ICT session: Create a power point about denominational differences in worship
Year 8 Homework Timetable 2012-2013Students at The Blandford School are encouraged to become independent learners. We believe homework supports this. If, for any reason, homework is not set, students are encouraged to spend their ‘homework time’ reading or undertaking activities on our VLE (FROG) or other excellent subject-specific websites (to which your teachers will direct you).
Week A L1 L2 L3 R1 R2 R3
Monday MathsDesign
MathsDesignGeography
MathsDesignScience
DesignScienceGeography
DesignArt
DesignScience
TuesdayMFL1 (Fr/Sp/Li/Ls)ICTEnglish
MFL1 (Fr/Sp/Li/Ls)Science
MFL1 (Fr/Sp/Li/Ls)RE
MathsArt
MathsScienceGeography
MathsEnglish
WednesdayHistoryMFL2 (Gn/Sp/Ls)
MFL2 (Gn/Sp/Ls)
MFL2 (Gn/Sp/Ls)Geography
History EnglishMFL1 (Fr/Li/Ls)
EnglishMFL1 (Fr/Li/Ls)
History MFL1 (Fr/Li/Ls)
Thursday MathsGeography
MathsEnglishHistory
MathsEnglishHistory
MathsRE Maths Maths
Art
FridayScienceArtRE
ScienceICTArt
ScienceMusic
SciencePerforming Arts
ScienceHistory
ScienceGeographyRE
Week B L1 L2 L3 R1 R2 R3
Monday MathsEnglish
MathsEnglishRE
MathsICTEnglish
GeographyEnglish
EnglishMusic English
TuesdayPerforming Arts,Music
Performing Arts,Music
Art MathsHistory
MathsHistory
MathsGeographyHistory
WednesdayDesignScienceHistory
Design DesignGeography
ScienceMusic
GeographyPerforming Arts
Performing Arts
Thursday Geography ScienceEnglish
ScienceEnglishHistory
MathsDesign
MathsDesignScience
MathsDesignScience
FridayMathsScienceEnglish
MathsGeographyHistory
MathsPerforming Arts
EnglishMFL2 (Gn/Sp/Ls)
EnglishREMFL2 (Gn/Sp/Ls)
MusicEnglishMFL2 (Gn/Sp/Ls)