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Curriculum Information

Year 8

Year: 8 Subject: Art Curriculum Leader: Mr P Singh

Email: [email protected]

Autumn Term Spring Term Summer Term

Me - Portraiture Pop Art Picasso’s Guernica slab pots

1. Introduction to portraiture 1. Introduction to Pop Art/ Warhol 1. Introduction and discussion on the Guernica,

2. Proportions of the head 2. Drawing of coke can copy a section

3. Features of the face 3. Monoprinting 2. Anti-war art using recent war in pairs

4. Pencil self-portrait 4. ‘How to monoprint’ poster 3. Design clay candle tealight holder (slab pot)

5. Francis Bacon artist study in chalk 5. Word into Art, add text to image on paper pattern

6. Chris Ofili artist study using mix-media 4. Create clay slabs

6. Linocut Printing

7. Develop photocopy of pencil portrait using 5. Add layers and cut out sections

7. How to make a pop Art wallpaper

watercolours

6. Paint further design clay slab pot

8. Linocut 2 making a wallpaper

8. Add things that represent them in

7. Glaze

background 8. Add tea-light candle, photograph and evaluate

9. Evaluating/presenting final outcome

Homework Homework Homework

1. Research artists and create “portraiture” title 1. Pop Art Poster 1. Guernica worksheet

page 2. Roy Lichtenstein Comic Strip 2. Find out about a recent war and bring in an article

2. Frida Kahlo Q&A 3. Pop Artist research and transcript 3. Create own collage version of Guernica

3. David Hockney Project 4. Everyday object drawing task 4. Create an information sheet that explains how to

4. Self-portrait in style of Bacon

5. Keith Haring analysis make a slab pot.

5. Self-portrait in style of Ofili

6. Refine final self-portrait 6. Create your own piece of street art

Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills

Mon 29th October - Mon 5th November Mon 11th - 25th February Mon 13th - 20th May

Drawing Drawing Drawing

Mixed media control Mixed media control Clay manipulation

Experimenting Experimenting Experimenting

Planning Planning Planning

Resilience Resilience Resilience

Resourcefulness Resourcefulness Resourcefulness

Reciprocity Reflectiveness Reciprocity Reflectiveness ReciprocityReflectiveness


Challenge Tasks Challenge tasks Challenge Tasks

Create a portrait of a family member or a Ask your family to describe where you live in Spanish Civil War/London Riots- Guernica was a

celebrity using one of the techniques you have their own words. Write a summary of their response to the bombing of Guernica in Spain.

learnt. thoughts and then create a visual of what they Create a response to the London riots.

have said.

Recommended Resources Independent Learning

Expectations

Students MUST have: drawing pencils (2B/4B),

rubber, sharpener, colouring pencils and a glue Students should spend at least 1 hour on homework

stick.

which could include planning and research. Students

Students could visit the following websites/galleries

could further their skills and understanding by

researching artwork online or visiting local galleries.

to develop ideas:

They could also attend art club which further enriches

Gallery websites:

students whilst complimenting the art curriculum.

http://www.saatchigallery.com/

http://www.tate.org.uk/

http://www.nationalgallery.org.uk/

http://www.vam.ac.uk/







http://www.saatchigallery.com/

http://www.tate.org.uk/

http://www.nationalgallery.org.uk/


Year: 8 Subject: Drama Curriculum Leader: Ms Hampshire

Email:[email protected]


Autumn: Stand Up! (Creating) Spring 1: Discovering Shakespeare Summer: Soaps (Evaluation)

(Performance)

Spring 2: Mugged


Drama is a practical subject, so homework set is in Drama is a practical subject, so homework set is in Drama is a practical subject, so homework set is in

most part of a practical nature and will consist of most part of a practical nature and will consist of most part of a practical nature and will consist of line

line learning, research into topics, collecting line learning, research into topics, collecting learning, research into topics, collecting stimulus for

stimulus for lessons and self and peer evaluations stimulus for lessons and self and peer evaluations lessons and self and peer evaluations where

where applicable. where applicable. applicable.

● Research on Civil Rights Movement of ● Line learning: Prospero and Miranda ● Students must watch a range of soaps to

study structure of episodes: plot, sub-plot,

1950’s America scene, from Shakespeare’s ‘The Tempest’ cliff-hanger, and climax.

● Research on Apartheid ● Line Learning: opening scene of Romeo ● Students must find a newspaper article of a

and Juliet (Montagues and Capulets gang serious incident that has happened in the past

● Research on 1968 Olympics clash) week. This article must be the stimulus for

● Evaluation for assessment, typed and ● Line learning: Selected scenes from their work in lesson

redrafted Mugged ● Evaluation for assessment, typed and

● Evaluation for assessment, typed and

redrafted

redrafted

Assessment Assessment Assessment

Dates/Topics/Skills Dates/Topics/Skills Dates/Topics/Skills

th th st

Stand Up! - Week beginning: Mon 29 Oct 2018 Discovering Shakespeare: Mon 11 Feb 2019 Soaps: Week beginning: Mon 13 May 2019

th th

of Feb 2019

th

Monday 5 Nov 2018 Mon 25 Mon 20 May 2019



Attend KS3 Drama club on a Monday to help Attend KS3 Drama club on a Monday to help Attend KS3 Drama club on a Monday to help

improve performance/levels. improve performance/levels. improve performance/levels.

Learning and applying the following explorative Learning and applying the following explorative Learning and applying the following explorative

strategies/skills: strategies/skills: strategies/skills:

● Still Image ● Communication

● Still Image

● Planning

● Thoughts Aloud ● Exaggeration

● Leadership

● Narration ● Split-Stage

● Teamwork

● Improvisation ● Whole Class Role-Play

● Presenting

● Marking the Moment ● Narration

● Performance

● Script reading ● Thoughts Aloud

● A range of explorative strategies

● Rehearsal and refinement ● Rehearsal and refinement

● Directing

● Directing ● Directing

● Costume Design

● Sound Design

● Lighting Design

Task: Create a detailed director’s concept for how Task: Taking the role of director in extra-curricular Task: Taking the role of director in extra-curricular

you might stage a key scene you have created in rehearsal time of a scene you are performing in rehearsal time of a scene you are performing in

class around the subject matter you are studying. class with your group class with your group

Include: Task: Create a detailed director’s concept for how

● Performance style and explorative strategies Task: Create a detailed director’s concept for how

you might use you might stage a key scene you have created in you might stage a key scene you have created in

● Lighting Design class around the subject matter you are studying. class around the subject matter you are studying.

● Costume Design Include: Include:

● Sound Design ● Performance style and explorative

● Audience Impact ● Performance style and explorative

strategies you might use strategies you might use

● Lighting Design ● Lighting Design

● Costume Design ● Costume Design

● Sound Design ● Sound Design

● Audience Impact ● Audience Impact


Expectations

http://youtube.com The Department runs KS3 Drama club for years

http://www.bbc.co.uk/schools/gcsebitesize/dram 7-9 on a Monday after school. The club is there

a/ to help students develop their use of explorative

http://www.bbc.co.uk/learningzone/clips/topics/s strategies, evaluative skills and individual and

econdary.shtml#drama group performance skills.

http://youtube.com/

http://www.bbc.co.uk/learningzone/clips/topics/secondary.shtml#drama

http://www.bbc.co.uk/schools/gcsebitesize/drama/


http://www.bbc.co.uk/schools/gcsebitesize/drama/






Year: 8 Subject: English Curriculum Leader (KS3): Mr Myers



Prejudice and Inequality in Literature: Novel Study: My Swordhand is SInging by Shakespeare's ‘Merchant of Venice' OR

Malorie Blackman’s Noughts & Crosses Marcus Sedgwick ‘Romeo and Juliet’:

(playscript) and Poetry from Other Cultures In Reading lessons, students study Marcus In Reading lessons, students explore a full

Shakespeare play, looking at language, themes

In Reading lessons students look at complex Sedgwick’s Gothic/ Vampire novel in detail. and characters using active drama techniques.

themes and ideas through the playscript of They demonstrate comprehension of the They will develop further the understanding they

‘Noughts and Crosses’, adapted from Malorie themes, characters and events; explore the learned about Shakespeare’s world and writing

in Year 7 through detailed, higher level study

Blackman’s best selling dystopian novel. writer’s techniques, especially the building of

and theatrical performance.

Students are encouraged to examine links and tension and development of character; and In Writing lessons, students develop their skills

connections with the world they live in. explore the historical context of Eastern of Writing to Advise, inspired by their chosen

Students will also explore a short collection of European myths. They will have opportunities to Shakespeare play. Again, there will be a

significant focus on technical accuracy in this

Poetry from Other Cultures, especially those study extracts from range of similar texts,

unit.

poems which focus upon prejudice and including Dracula by Bram Stoker. Throughout Year 8 students will have

inequality. In Writing lessons, students will learn about opportunities to extend their independent

reading, through use of the LRC and

In Writing lessons, students will focus on narrative and descriptive techniques, and will independent reading activities in class.

learning the skills of Writing to Persuade and have an opportunity to demonstrate mastery of

Argue. Students will also be expected to these in their own writing. This unit will also

improve and enhance their technical accuracy focus on the acquisition of technical skills.

through a range of activities.


A range of tasks related to the unit of study, to Homework will be focused on the scheme of Homework will chiefly be focused upon the

be selected and completed independently by work above, and may include: study of the Shakespeare play, and might

include:

students over the course of a unit of study in ● Independent research tasks related to

● Further detailed research into

order to improve thinking skills. This is in theme of the novel

Shakespeare and his world;

addition to regular homework tasks related to ● Creative writing tasks ● Comparative and analytical writing;

● Tasks which focus upon technical ● Creative writing related to the text

accuracy

the scheme of work and wider Reading from Wider Reading from suggested texts on the KS3 ● Tasks which focus upon technical

suggested texts on the KS3 reading list. reading list accuracy


Assessment 29th Oct - 5th Nov 2018 Assessment 11th Feb. - 25th Feb 2019 Assessment 13th May - 20th May 2019

Students will be assessed on their ability to Students will be assessed on their ability to Students will be asked to analyse and comment

identify genre features in the novel and to analyse an extract of the play, and relate the upon an extract from their chosen Shakespeare

comment upon the writer’s techniques in an ideas within it to the text as a whole. play.

extract.

Writing is assessed in- class during this unit.

They will be asked to produce a piece of writing

that demonstrates the skills they have learned in

Writing is assessed in-class during this unit.

Speaking and Listening thresholds are gained writing lessons throughout the year.

Speaking and Listening thresholds are gained through participation in class work across each

Speaking and Listening thresholds are gained

term.

through participation in class work across each through participation in class work across each

term. term.



Attend one of the KS3 English Attend one of the KS3 English Attend one of the KS3 English

Extra-Curricular opportunities: Spoken Extra-Curricular opportunities: Spoken Extra-Curricular opportunities: Spoken

Word, BBC News Report/Journalism, Word, BBC News Report/Journalism, Word, BBC News Report/Journalism,

Carnegie Reading Group, trips and visits. Carnegie Reading Group, trips and visits. Carnegie Reading Group, trips and visits.

Complete independent contextual research to Use the themes and ideas in the texts studied Watch a range of Shakespeare productions.

show deeper insight into the novel’s themes. to produce ambitious, carefully crafted pieces Visit the Globe Theatre.

Use the themes and ideas in the novel to of creative writing. Produce a ‘no fear’ guide to one of the key

produce ambitious, carefully crafted pieces of Develop wider reading skills by reading a scenes.

creative writing. range of suggested texts from the KS3 Research another playwright from the same

Develop wider reading skills by reading a reading list. era as Shakespeare.

range of suggested texts from the KS3 Develop wider reading skills by reading a

reading list. range of suggested texts from the KS3

reading list.

Recommended Resources Independent Learning Expectations

English Department Reading list At KS3 we expect all students to read a

The School Library and Librarian variety of texts, both inside and outside of

BBC Skillswise (for literacy/punctuation skills) school.

Literacy Skills booklet Students should read challenging material

and use it to improve their own writing.

Students should take what they have learned

in class and use it to move their own learning

on to a different level, making links between

different subjects.

We expect all students to think creatively

when they approach reading and writing

tasks.

We expect all homework projects to be

managed and presented to a high level of

excellence, showing time-management and a

high level of effort.

Year: 8 Subject: Product Design - Food/ Textiles Curriculum Leader: Ms Salahi


The students will do two terms of food and one term of textiles on a rotation.


Theory work Theory work Theory work

● Revise Hygiene and Safety including the 4C’s ● Sauces - vegetable and roux sauce. ● Health and safety

● Revise nutrients and dietary goals. ● Meat and fish - importance in our diet ● Use of equipment

● Revise Eatwell guide ● Methods of cooking ● The sewing machine

● What is HACCP? Risk assessment of electric ● Food provenance - where does our meat ● Embellishments

Practical work

whisk. come from?

● Produce sampler - pin, tack, sew

● Methods of making cakes ● Food poisoning - causes and prevention

- Embroidery stitches

● How to work out the energy value of a dish. ● Convenience foods

- button/sequins/beads

● Fibre – its function and sources. How to ● Vegetarianism

● Produce portrait of themselves using

sweeten/flavour /increase fibre of a recipe ● Seasonality of food applique, embroidery and embellishments.

following dietary goals. ● Food miles

● Cereals and staple foods. ● Choices of food

● Pastry - types, how it is made. ● Revisit healthy eating and nutrients

● Rules for making pastry

Practical work

Practical work

● Mini Quiches

● Swiss roll/ fruit flan ● Patties or mini chicken pies

● Gâteau ● Vegetable Spring rolls/ Samosas

● Classic tomato ragu ● Upside down cake

● Macaroni cheese ● Fajitas

● Koftas ● Eclairs/ choux buns

● Cultural dish of their own choice.


● HACCP chart for a swiss roll/ fruit flan ● Research about a type of meat or fish ● Produce image board about vthemselves

● Design and plan gâteau ● Research how to add embellishments

mailto:[email protected]

● Evaluation of gâteau ● Write a production plan for chicken pies to ● Design their portrait – add annotations and

● Research a staple food include HACCP colour

● 3 suggestions to increase your fibre intake. ● Research religion and foods ● Complete step by step plan to make your

Modify recipe to increase fibre content. ● Produce a pamphlet/poster on seasonality. portrait. Bring recycled material and

● Production plan to make macaroni cheese ● Methods of cooking embellishments needed for your portrait

● Research different types of pastry ● Find out 4 interesting facts about eclairs / ●Complete production diary

● Which countries have curries in their cuisine? choux pastry ● Research how to attach the

What type of chillies are there? ● Find an appropriate recipe for your embellishments you will use. Write up your

multicultural assessment findings with any necessary diagrams

● Evaluation of multicultural food ● Research and produce a display on a

fashion designer of your choice.


Assessment 29th Oct - 5th Nov 2018 Assessment 11th Feb. - 25th Feb 2019 Assessment 13th May - 20th May 2019

Designing assessed via gateau practical Research skills assessed via meat and fish Designing skills assessed via portrait design

Planning assessed via macaroni cheese project and religion and foods project Research skills assessed via fashion designer

production plan Evaluation assessed via chicken pies project

Cooking skills assessed each practical Cooking skills assessed each practical

(peer/self/teacher assessed) (peer/self/teacher assessed)



● High level presentation skills. ● Writing a logical, sequenced time plan ● Detail in annotation and analysing

● When modifying recipe can give including HACCP information

detailed reasons for changes ● Research using more than one source ● Research using more than one source

● Writing a logical, sequenced time plan ● Students will show high level cooking ● Students will show high level sewing

including HACCP and presentation skills skills in their portrait


Expectations

Resources as provided by department. Most homework tasks are independent

Must bring in ingredients and a suitable, learning tasks. Students are set the task but

labelled container to take the food home.

http://explorefood.foodafactoflife.org.uk

use this program to analyse their diet and

nutritional content of the food they cook

For textiles collect recycled material

and embellishments n for your portrait

they have to interpret and fulfil the task in their own way. We expect all homework tasks to be managed and presented to a high level of excellence, showing time-management and a high level of effort.

Students should practise cooking the dishes at home.

http://explorefood.foodafactoflife.org.uk/

Year: 8 Subject: French Curriculum Leader: Ms Sheik Oomar



● Induction & Au pays du lundi ● Révisions ● Update Student Guide and evaluation

● Qu’est-ce que tu fais? ● Assessments ● Où vas-tu le weekend?

● Voici ma salle de classe ● Update Student Guide and evaluation ● Tu veux aller au café?

● En focus ● Point de départ ● Vous désirez?

● Grammaire & Mon frre blanc ● Décris-moi ta famille ● Je vais visiter Paris!

● Qu’est-ce que tu portes? ● Où habites-tu? ● Révisions

● Ta journe scolaire ● Qu’est-ce que tu manges au petit ● Perfect tense

● e scolaire est comment? déjeuner? ● Assessments

● Un college super cool ● On fait la fête! ● Update Student Guide and evaluation

● En Focus ● Une drôle de famille ● Extended Homework Project

● Tu est sportif? ● Révisions

● Qu’est-ce que tu fais? ● Assessments

● Le sport dans les pays francophone

● Tu aimes ca?

● Questions, questions, questions!


10/09/18 - Reading: Une journée en 07/01/19 - Flashcards for Listening, Reading 23/04/19 - Redraft Writing assessment

troisième and Writing 29/04/19 - Reading: La fête votive

17/09/18 - Reading: La mode de la rentrée 14/01/19 - Flashcards for Speaking 07/05/19 - Reading: Le Grand Prix

24/09/18 - Picture: describe the classroom 21/01/19 - Speaking assessment 13/05/19 - Picture: describe the cafe scene

01/10/18 - Reading: Crayons de couleur 28/01/19 - Redraft Writing assessment 20/05/19 - Writing: Module 5

08/10/18 - Picture: describe clothes 04/02/19 - Teach someone higher numbers 03/06/19 - Writing: Redraft

15/10/18 - Writing: Autumn 1 on school 11/02/19 - Presentation on your house 17/06/19 - Flashcards for Listening, Reading

29/10/18 - Prepare flashcards 25/02/19 - Reading: J’habite sur l’île de Gorée and Writing

05/11/18 - Teach someone to conjugate an 04/03/19 - Writing: Module 4 24/06/19 - Flashcards for Speaking

11/03/19 - Writing: Redraft 01/07/19 - Speaking assessment

ER verb 18/03/19 - Flashcards for Listening, Reading 08/07/19 - Redraft: Writing assessment

12/11/18 - Redraft in-class assessment and Writing

19/11/18 - Picture: describe what the person 25/03/19 - Flashcards for Speaking

is doing 01/04/19 - Speaking assessment

26/11/18 - Reading: Bernard Stamm

03/12/18 - Mon temps libre (pages 56-57)

10/12/18 - Writing: Module 3

17/12/18 - En Plus (pages 74-75)



All redrafted written homework will be assessed As autumn term As autumn term

according to the new marking criteria for writing Module 3 assessments

Module 5 assessments

based on the linear GCSE.

Listening, Speaking, Reading & Writing Listening, Speaking, Reading & Writing

In-class assessment Module 4 assessments

Week beg 05/11/18 on school

Listening, Speaking, Reading & Writing



All lessons are planned according to what See autumn term. See autumn term.

students must, should and could complete

during the lesson. All lessons include a

challenge task.

All students have PLCs that need to be

constantly updated and referred to.

Students must continue to re-apply

vocabulary in a new context.

Students should justify what they say using a

variety of ideas and opinions to back up what

they have said or written.

Students must use flashy (unusual)

vocabulary.

All students have been provided with a

Student Guide, which contains a progress

review section, the marking criteria and

strategies to improve.


1. Dynamo 1: ISBN 978 1292 226316 ▪To persevere with a task as per 1, 2, 3

2. Student Guide to Success in Year 8 Rule

(supplied by class teacher) ▪To update the Progress Reviewpage

3. Collins Easy Learning French dictionary after each redrafted written homework

or Oxford Learner’s dictionary: ▪To correctly label the homework sheets

recommended for home use only as we with targets for improvement

have large stocks in school ▪To act on targets set by the teacher to

4. www.bbc.co.uk/education provide evidence of improvement

5. www.languagesonline.org.uk ▪To glue all worksheets in and ensure

6. Youtube excellent presentation with dates and

7. https://www.duolingo.com/ titles underlined

8. www.wordreference.com ▪To refer to the Student Guide to Success

9. Youtube: Cyprien ▪To develop grammatical skills

10. Youtube: Easy French ▪To practise appropriate use of the

11. Youtube: Monsieur Pattinson dictionary and wordreference.cominstead

of resorting to Google translator

▪To apply the TONIC strategy

http://www.bbc.co.uk/education

http://www.languagesonline.org.uk/

Year: 8 Subject: Geography Curriculum Leader: Miss A Lippa



Hazards Coasts Issue Evaluation

● Theory of Continental Drift

● Introduction to the coast: why is the

coast important

Practice Issue Evaluation

● Distribution of earthquakes and

● Coastal Processes: Erosion

volcanoes

● Erosional Landforms

Project based on booklet of material, culminates

● Structure of the Earth

● Transportation at the coast: Longshore

in speaking and listening assessment.

● Plate boundaries: Types and activity

Drift

● Earthquakes: How they occur and

● Landforms created by deposition at the

impacts Urban Fieldwork

coast.

● Responses to the Nepal Earthquake

● The Holderness Coast

Fieldwork trip to Kings Cross Granary Square to

2015

● Coastal Defences: Hard and Soft look at Urban Change. Students will design

● Reducing the risk of earthquakes

Engineering their own individual enquiry based on a

● Characteristics of volcanoes

selection of possible activities.

● Living near a volcano

Regional Study: Africa

Regional Study: Asia

● General Location knowledge of Africa

● General Location knowledge of Asia

● What are the challenges facing Africa?

● The Asian Climate

● The physical Landscape of Africa

● Flooding in South Asia

● Climate and biomes across Africa

● Living in the Himalaya: A Multi-hazard

● Desertification in the Sahel: Causes and

Environment

Responses

● Population Patterns in Asia

● The Historical Geography of Africa:

● Urbanisation in Karnataka, India

Colonialism and its legacy

● Asian Tiger Economic Growth

● Patterns of development across Africa

● China as a case study of rapid

● Population change in Africa

economic growth

● Urbanisation in Africa

● Trade between China and Africa


● Regional Study: Russia ●


w/b 29th October 2018 w/b 11th February 2019 w/b 13th May 2019

GCSE Style paper - Hazards GCSE Style paper - Coasts GCSE Style Paper + Speaking and Listening

Assessment - Issue Evaluation DME

Year: 8 Subject: Geography



● Wide range of research and challenge ● To be comprehensive and detailed, ● To be comprehensive and detailed,

opportunities within the regional study following all the advice and guidance for following all the advice and guidance for

of Asia challenge activities. challenge activities.

● Wide range of research and challenge ● To devise whole fieldwork enquiry

opportunities within the regional study of independently as opposed to selecting

Africa from a range of options


● To consolidate learning, by revisiting, at

Progress in geography: Key Stage Three: home, all work done in class

Authors: David Gardiner, Catherine Owen ● To transform class work into students’

Publisher: Hodder Education own work by active revision, such as mind

ISBN-13:978-1510428003 maps of topics, case study summaries,

etc.

Price £25 approx

● Students to take responsibility for their

learning; for example, liaising with staff on

AQA GCSE Geography Student Book

(key text)

the content and homework from any

missed lessons, well in advance of the

● Authors: Simon Ross, Nick Rowles next lesson.

● Publisher:Oxford University Press

●

ISBN-13: 9780198366614

● Price: £25

https://global.oup.com/education/product/9780198366614/?region=uk

Year: 8 Subject: History Curriculum Leader: Mr Shah



Autumn 1: Spring 1 and 2: Students will learn about the Spring 1:

Students will start to study the impact of horrors of the Holocaust and then move on Students will study the British Empire using

WW1 to WW2

India as a case study.

● What was World War One and what ● Was the Empire good or bad?

● History of anti-semitism

caused it? ● Who ruled during the Mughal Empire

● What was the Holocaust?

● How should it be remembered and what was it like?

according to different historians? ● Who was to blame for the Holocaust? ● How did Britain enter India and how

● What were the main events? ● How did Hitler rise to power? did the East India Company make

● Why did it end? ● What role did the Nuremberg Laws

changes?

● What was the role of the Raj?

play in creation of the Holocaust?

Autumn 2: ● What was the role of Kasturba

● How far did Kristallnacht contribute to

Students will learn about America in the Gandhi and Mahatma Gandhi?

1920s. the Holocaust? ● Why did Britain leave the Empire?

● The economy in the 1920s including ● To what extent did the ghettos Summer 2:

Henry Ford and the Wall Street contribute to the Holocaust?

Students will study the history of 4 cultures

Crash ● Case study on Anne Frank

all of which feature prominently in the

● Entertainment in the 1920s ● How was the Holocaust resisted? makeup of Holy Family:

● Life for an African American and a ● Why did WW2 happen? - Irish potato famine

Native American including the ● What was fighting like in WW2? - Black British history behind the

Notting Hill Carnival

Harlem Renaissance ● How did people cope with another

- Poland after independence

● Prohibition in the 1920s war?

- Philippines: invasion and migration

● How was WW2 ended? ● What happened to the

concentration camps after WW2?


Research and presentation, essay Research and presentation, essay Research and presentation, essay

questions, source questions. Specific questions, source questions. Specific questions, source questions. Specific

content will be identified through content will be identified through content will be identified through

showmyhomework. showmyhomework. showmyhomework.


Autumn 1: Spring 2: Summer 1:

Should historians remember WW1 as a How far do you agree that Hitler was the “The Amritsar Massacre was the most

'disastrous’ or ‘heroic’ war? Use the two most important reason for the Holocaust? important reason why India gained

interpretations and your own knowledge independence in 1947.” How far do you

AO4 agree with this statement? AO2

Autumn 2: Summer 2:

How would you follow up source A to find Give two things you can infer from Source X

more out about Racism in 1920s USA? about…

AO3 AO3



● Student leadership ● Student leadership ● Student leadership

● Extended project


Expectations

Websites: All homework completed on time and to a

BBC websites high standard

www.schoolhistroy.com Well-presented books

www.activehistory.co.uk Pride in work

www.historyonthenet.com Working with peers to achieve the set

www.historytoday.com goals

http://www.activehistory.co.uk/

http://www.historyonthenet.com/

http://www.historytoday.com/

Year: 8 Subject: Mathematics

Curriculum Leader: Mr McCollin KS3 Coordinator: Ms Atakan



Mathematics Mastery Mathematics Mastery Mathematics Mastery

AUTUMN 1- Working with Number SPRING 1- 2D Geometry SUMMER 1- 2D and 3D Geometry

● Primes and factorising ● Triangles, quadrilaterals and angles in ● Rounding

● Adding and subtracting fractions parallel lines ● Circumference and area of a circle

AUTUMN 2- Number and algebra ● Length and area: parallelograms and ● 3D shapes and nets

● Positive and negative numbers trapezia ● Surface area and volume

● Sequences, expressions and

equations SPRING 2- Proportional Reasoning SUMMER 2- Handling Data

● Percentage change ● Statistics

● Ratio and rate


● Extended project homework. ● Tasks from Mathematics Mastery ● Tasks from Mathematics Mastery

● Tasks from Mathematics Mastery workbook workbook

workbook ● Tasks on MathsWatch ● Tasks on MathsWatch

● Tasks on MathsWatch


Mathematics Mastery pre and post test Mathematics Mastery pre and post test Mathematics Mastery pre and post test

every half term. every half term. every half term.

End of year test.

Year: 8 Subject: Mathematics



Unused tasks from workbooks. Unused tasks from workbooks. Unused tasks from workbooks.

Independent study using MathsWatch Independent study using MathsWatch Independent study using MathsWatch

VLE. VLE. VLE.

Students from top sets selected for Junior

Maths Challenge.


Expectations ● www.mathswatchvle.com Complete homework.

School centre ID: holyfamilycath Read over notes prior to the next lesson

Username: fullname (ie. johnsmith) in order to facilitate continuous

Password: family progression.

Use of MathsWatch to identify and

address area of weakness.

http://www.mathswatchvle.com/

Year: 8 Subject: Music Curriculum Leader: Mrs Corlett



Rap and RnB World Drumming Computer game music

Students will be exploring the context of Rap and RnB. Students will be exploring the context of drumming in the Students will explore the key features of computer game

They will learn song writing techniques as well as key world cultures. They will learn different drumming music with a view to recreating the style in their own

features of Rap and RnB. techniques and compose their own drumming composition using music software.

Students will compose their own song or rap using music arrangements. Students will perform a piece of music Film Music

software. called The Curry House Samba.

Students will explore the key features of Film music

including performing keyboard pieces from the movies.


●Week 1 - find out what a riff is and write down ●Week 1 - Research African instruments. ●Week 1 - Choose a music video which reflects the

the names of some rap/rnb songs that contain a ●Week 3 - Essay - Discuss the following statement words of the song and explain how in 200 words

riff Yiri is typical of African music ●Week 3 - Choose your own episode of Tom and

●Week 3 complete the chord construction ●Week 5 - Essay - Describe how the following Jerry and track the mickeymousing

worksheets. musical elements are used within Yiri: Rhythm, ●Week 5 Watch the first 30 minutes of Star Wars-

●Week 5 revise for the music analysis test! Harmony, Instrumentation and Texture (8 marks) A New Hope how many times do you hear the

●Week 7 the hip hop subculture has cast a ●Week 7 - Revise for end of unit exam leitmotif? Can you hear any other repetitive

negative shadow over the music itself, ●Week 11 - Practise for your performance motifs? What do they represent?

impacting society's view of the music”. What do assessment

you think?


Week 6 - Listening analysis Week 6 - Music analysis test based on the features of Week 6 Computer game composition assessment

Week 12 Song composition assessment

African Drumming and the musical elements Week 12 - Film music performance assessment

Week 10 Assessment of group arrangement off The Curry

House Samba

Week 12 Listening analysis assessment



●Compose lyrics using techniques learned in

●Practising your arrangement at lunchtimes ●Research leitmotif within film music

English - such as simile and metaphor. ●Use youtube to find out more about keyboard

●Research the RnB subculture ●Researching African music and drums music and playing the keyboard.

●Think about and research extended chords to ●Youtube search ‘african drumming’ and watch ●Use http://www.musictheoryvideos.com/and

include in your composition such as suspended some videos http://www.musictheory.net/ to practice and learn

chords and additional note chords.

more about music theory.

●Practise keyboard at lunchtimes or outside of

school (if a recorder is available at home).

●Explore Notation on the BBC Music bitesize -

http://www.bbc.co.uk/education/topics/zs48mp3


http://www.dsokids.com/ A large percentage of music work is group work apart from

http://www.mymusictheory.com/ music theory work, keyboard skills and music analysis. It is

http://www.youtube.com therefore expected that students complete all individual

http://www.musictheoryvideos.com/ tasks to the highest possible standard. The Music

http://www.musictheory.net/ Department is often open for pupils to come in at

http://www.african-drumming.com/african_drums.htm lunchtime, so it is expected that pupils will put in the extra

http://www.bbc.co.uk/learningzone/clips/samba-music/53 time if it is needed. It is also expected that if students are

06.html struggling to complete individual tasks, they ask for help

http://www.last.fm/tag/samba rather than not completing them properly

http://www.bbc.co.uk/1xtra/events/rnbsensations/history/

pre90s/

http://www.bbc.co.uk/1xtra/events/rnbsensations/history/

post90s/

http://www.musictheoryvideos.com/

http://www.musictheory.net/

http://www.bbc.co.uk/education/topics/zs48mp3

http://www.bbc.co.uk/1xtra/events/rnbsensations/history/post90s/











Year: 8 Subject: PE Curriculum Leader: Mrs Cole



Gym, Rugby, Football Handball, Gym, Rugby, Basketball,, Fitness, Athletics, Rounders, Cricket, Tennis

Dance , Fitness , Basketball, Netball, Football, Dance, Parkour, Netball, Football

Parkour


● Questions relevant to lesson content ● Questions relevant to lesson content ● Questions relevant to lesson content

● Extended homework project (22/04/19)


Assessment 1 - November 2018 - invasion

/fitness Assessment 2 - February 2019 - Assessment 3 - May 2019 - Athletics

Gym/Dance/Trampolining



● Join extra-curricular clubs ● Join extra-curricular clubs ● Join extra-curricular clubs

● More able students to lead parts of lesson ● More able students to lead parts of lesson ● More able students to lead parts of

lesson

Independent Learning Expectations

● Wider reading about sport

● Attend extra-curricular clubs at school

● Join clubs outside of school

● Watch sport in your local community and on TV

Year:8 Subject: RE Curriculum Leader: Peter Norman

Learning across the Year 2018-19 Email: [email protected]


Creation Mystery of the Eucharist Mission in the Church

The Covenant The Paschal Mystery The Church in Britain


Based on the following topics Based on the following topics Based on the following topics

Interpreting the Bible The last supper What is the Church?

Made in God’s own image Celebrating the Mass today The Mission of the Church

Human Ecology The parts of the Mass Study of a range of modern Christian saints

Theological Truths Jesus- The perfect sacrifice Christianity in Britain

Stewardship Holy Week Thomas Becket

Moses The Triduum Thomas More

The Passover The death of Jesus The reformation

The Exodus The Resurrection The emancipation

The Prophets of Hope The meaning for Christians today

Preparing for Jesus’ coming


GCSE style questions will be used GCSE style questions will be used to GCSE style questions will be used to

to assess progress and learning on the assess progress and learning on the topics

topics outlined above.

outlined above assess progress and learning on the topics

outlined above

Fortnight beginning 29th October Fortnight beginning 11th February Fortnight beginning 13th May 2019



Research the work of CAFOD. Sometimes young people say they are In Britain, we are now able to

Explain how they work to bring about bored at Mass. This is because they practise our faith, free from fear of

justice and human dignity for all. don’t understand what is happening and persecution. Imagine that a regime

what they need to do. Your mission now opposed to Christianity took over and

Research a CAFOD project is to help other pupils in your school you were not allowed to practise. understand the Mass. a) What would change for you

and your family?

Design a section for the school website or b) What difference would it make

booklet for Year 7 pupils who are new to to your life?

the school. a) Explain what happens at:

o Penitential Rite;

o Liturgy of the Word;

o the Offertory;

o the Consecration;

o Sacrifice of Jesus;

o Holy Communion;

o Living out the Mass.


dynamiclearning.org (pupils will be Each pupil is encouraged to deepen their knowledge

instructed how to log on to this) and understanding of the topics as the course

progresses. Use of the dynamic learning website,

There are also links to other websites that and the way,truth and life website will enable this.

offer a wider view of the topics studied. The Pupils must always be mindful that each topic

website offers a range of activities like covered ought to be studied in the light, and teaching

quizzes and audio material that can of the Roman Catholic Church. All pupils should

enhance a pupils understanding of a topic. therefore keep up to date with Church teaching and

practice. Following the news and discussing the

‘The Way the truth and the life’ website issues that relate to faith and practice with your

family and friends is also recommended.

Also use the RE dept website.

Year: 8 Subject: Product Design-RM Curriculum Leader: Mr Nandlal



Mechanical toy Graphics – Board Game Steady Hand Game

● Research on existing products – annotate ● Introduction to board games – discussion on ● Introduce the task using ‘The Design Brief’

about cost size shape and who will use this existing commercial board games and the sheet.

product. elements that make them successful

● Develop a specification for the project using

● Discussion on Cams- change of movement

the ‘specification’ sheet.

● Discussion on what will be made and learned

● Design brief ● Introduction to the world of electronics.

through the course of the project, showing

● Initial ideas on A3 sheet – Complete peer ● Introduction to PCB and components.

exemplar work to support discussion

evaluation Demonstration on soldering-surface and

● Final design- give reasons why this is so. ● Pupils brainstorm their ideas for a board through mount –use heat shrink

● Card modelling game in groups of two or three. They also ● Continue soldering components

● Name the parts of the mechanical toy create a team name and team rules ● Use heat shrink. Make the hand loop and

● Practical work: Creation of the half lap joint ● Colour theory solder to circuit

● Drilling of the holes ● Understanding legislation

● Build enclosure (frame) for electronic circuit.

● Gluing of the frame

Demo marking and making of a lap joint

● Understanding and creating logos

● Drilling and installing the cam, crank and ● Build enclosure (frame) for electronic circuit

● Understanding the purpose of packaging and

spindle with plywood backing. Design the

designing and creating packaging

● Creation of final design on MDF- use of background. Demo cutting with scroll

scroll saw. Glue down background/ ● Writing a design brief and specification saw/hegner

foreground ● Creating nets ● Build enclosure (frame) for electronic circuit

● Final assembly- check for fluency of ● Knowing the basics of TechSoft2D and using and install plywood-backing piece Drill hole

movement TechSoft2D to design a board for the board for the LED light. Manipulate the wire loop

● Complete personal and peer evaluation game

and make the wire course to march the

WIND CHIME PROJECT

● Creating rules, counters and other

background (theme).

● Design brief

accessories for the board game

● Existing product research and analysis

● Final assembly and evaluation

● Mini assessment: presenting work to other

● Forces research

● Collage on windchime research for teams

inspiration ● Setting regular targets as a team

● Design specification ● Playing the board game and then writing an

● 4 initial designs with annotations and evaluation of the project

evaluation against specifications

● Research on Knots to join string ● Presenting and peer assessing final

● Final wind chime design outcomes

● Making of final design

● Evaluation-peer and self

● End of project assessment


● Health and safety worksheet ● To produce an image board with images ● Research on existing steady hand with

● Research on existing mechanical toys relating to chosen theme annotations

● Cams worksheet- explanation of how ● To bring an item of packaging (preferably in ● Complete specification worksheet

specific cams produce specific movements the form of a net)

● Types of components and its use

● Initial designs on an A3 sheet ● Calculation of resistance values of resistors

● To play an existing board game and write a

● Card modelling ● Initial designs on an A3 sheet

product analysis of the board game

● Worksheet on adhesives ● Final design

● To create and decorate a net for a perfume

● Wood joints ● Production plan

● Evaluation and peer assessment or confectionary product. The product should ● Evaluation

WIND CHIME be made up

● Research on existing products ● To revise for the mini assessment

● Forces-bending torsion, shear, ● Completing practical work

compression, tension- definition

● Collage for inspiration

● Initial ideas

● Final ideas

● Collection of materials for the construction

of the windchime.


● Initial designs with annotations ● Presenting ideas to other teams ● Initial designs with annotations – peer

● Card modelling ● Mini test on skills and knowledge gained assessment

● Making of the frame ● Final presentation which is peer assessed ● Card modelling

● Making of the final design on MDF ● Quality of final outcome

● Making of the frame

● Peer assessment of the completed project ● Making of the final design on MDF

● Teamwork

WINDCHIME ● Peer assessment of the completed project.

Does it work? Is the path challenging?

● Initial designs

● Modelling

● Making of final design

● Peer and self assessment

● End of project test



● Use of multiple cams ● Recognition of various nets- ‘how it is folded ● Variety of research with detailed annotations

● Variety of movement –not only up down to make a container’ ● Complexity of the wire course –not only up

movement ● Construction of any other design besides a down movement

● Intricate, challenging and colourful card cube or cuboids.

● Intricate, challenging and colourful card

design and final design design and final design

● Creation of an intricate design of a

● Confident use of tools and machinery. ● Confident use of electronic components and

container/box

● Offering peer assistance to use them outside the project.

● Design of a house with finer details eg

● Confident use of tools and machinery.

gutters, plants, benches, air vents, etc ● Offering peer assistance


Expectations

● Websites for research: ● Complete peer assessment

www.technologystudent.com

●Creation of interesting and challenging card

models (in mechanical toy/steady hand game

www.bbc.bitesize /Nets) to ensure that making is a success

www.google.co.uk ● Create a board game with a uniform style across

Google sketchup

all components (counters, board, packaging, rules,

Techsoft 2 etc.)

Worksheets on:

●Some evidence of disassembly of mechanical

○ Specification

toy/nets/steady hand game).

○ How do cams work?

●Problem solving skills are continuously displayed

○ Wood joints

● Leadership skills

○ Initial designs

●Using initiative and taking work home to

○ Modelling

finish/improve

○ Adhesives

○ Cubes and cuboids

http://www.technologystudent.com/

http://www.google.co.uk/

○ Evaluation ○ Video: how to get started with

Sketch-Up

○

Year: 8 Subject: Science Curriculum Leader(KS3): Mrs Anjorin



● The Earth: Students will learn about the ● Motion and pressure: Students will investigate ● Adaptations and inheritance:Students will learn

structure of the earth, the different types of and learn how to calculate pressure. Students about competition in living organisms and

rock and how they are formed in the rock will gain an understanding of how to different adaptations that help them to survive,

cycle. differentiate between and calculate speed and and can lead to natural selection, evolution or

● Reactions: Students will see and write

●

acceleration. extinction. Students will also learn about how

formulae and equations to represent a range The periodic table:Students will gain an DNA was discovered and its role in inheritance

of chemical reactions. understanding of how elements are arranged in the and variation.

● Electricity and magnetism: Students will take Mendeleev periodic table and the patterns in chemical

● Adaptations and inheritance:Students will learn

and physical properties of the different groups.

a practical approach to learn about series and ● Metals and acids:Students will investigate how

about competition in living organisms and

parallel circuits. They will explore current, different adaptations that help them to survive,

resistance, static electricity and different metals react with different dilute acids,

and can lead to natural selection, evolution or

oxygen and water, representing their observations

electromagnets.

extinction. Students will also learn about how

using word and chemical equations.

Structure and function of body systems:Students will ● Ecosystem processes:Students will learn about DNA was discovered and its role in inheritance

the process of photosynthesis, how leaves are and variation.

learn about the structure of the human skeleton and its adapted for their function and how plants use ● Forces:Students will be able to identify different

importance. Students will also be able to investigate

minerals for growth. Students will also gain forces in action and apply them to a real life context.

and analyse muscle strength and explain how muscles understanding of both aerobic and anaerobic

work to bring about movement.

respiration. Students will further gain an

understanding of food chains/food webs and the

implications when they are disrupted.

● Elements, atoms and compounds:Students will

gain an understanding into the differences in

elements, compounds and mixtures and be able

to compare properties of different atoms.

Students will also use the periodic table, writing

word and chemical formulae and interpreting

their meanings.


1.What determines the size of igneous rock? 1.Investigating arm span (investigation). 1.Investigating pressure.

2. Model of the earth. 2. B2 1.2 Food tests 2.Pressure in everyday life.

3.Investigating the effect of exercise on breathing 3. B2 1.3 Unhealthy diet .Investigating the energy content of

rates. food (investigation).

4.. Activity B2 1.4 Unhealthy diet

4. P2 1.8 WebQuest Using electromagnets

5. P2 1.6 magnets and magnetic fields . 6. P2 1.2 Circuits and current homework

7.P2 1.2 Circuits and current: Investigating

current (Investigation).


Topics:Earth and Reactions Topics: Ecosystem, Metals and acids, Motion and Topic: Adaptation

Assessment: w/b 1/10/18 pressure. Assessment: w/b 24/6/19

Topics: Electricity and magnetism, Structure and Assessment: w/b 11/2/19 Topic: Forces

function of body systems Assessment: w/b 15/7/19

Assessment: w/b 5/11/18 Skills: Research/Literacy/Recording

End of Year Exam: 13/5/19

Topics: Health & lifestyle and Waves (sound) Topics: Periodic Table, Elements, atoms and

Assessment: w/b 1/4/19 compounds. Skills: Analysing/Calculating/Investigating.

Assessment: w/b 1/4/19

Skills: Researching/Analysing/Calculating. Skills: Planning/Observing/Evaluating/Calculating.



1.The value of the periodic table. 1.Extinction. 1. Recycling plastic.

2. Extracting and using metals. 2.Chromatography and crime. 2. Microorganisms in the food industry. 3. Drugs. 3.Saving on heating bills.

4. Metal recycling and electromagnets. 4. Pressure and altitude.


Expectations

www.cancerresearchuk.org Library books Research and display or present work to others. www.bbc.co.uk/health , www.kidshealth.org

www.kerboodle.com

http://www.cancerresearchuk.org/

http://www.bbc.co.uk/health

http://www.kidshealth.org/

Year: 8 Subject: Spanish Curriculum Leader: Ms Sheik Oomar



Module 4- Mi familia, mis amigos y yo Module 5- Mi ciudad GCSE TOPIC- The environment

Describing how many people there are in ¡Prepárate! Environmental changes

your family Grammar revision What to do to protect the environment

Describing eye colour Zona proyecto- Pasaporte fiesta Global issues

Giving physical description

GCSE TOPIC- Healthy living

Voluntary work

Describing your house or flat Homelessness

Talking about Carnival Body and aches

Module 5- Mi ciudad

Advice and remedies

Food and quantities

Describing what there is in your city Prices and at the shop

Talk about what activities you do Being fit and healthy

At the coffee bar Preterite tense

Future plans Activities you do to keep fit and healthy- 3

Giving opinions on your city tenses

Talking about life in Habana Healthy life- problems and advice

Young people and vices

Giving opinions and justifications


06/09/18 - Cultural topic- El clásico 07/01/19 - Writing- redraft of M5 23/04/19 - Speaking assessment

10/09/18 - Reading- What a picture! 14/01/19 - Make flashcards for M5 revision 29/04/19 - Redraft of Writing assessment

17/09/18 - Reading- ¿Cómo es? 21/01/19 - Make flashcards for speaking 07/05/19 - The preterite tense

24/09/18 - Thinking skills and Writing M4 28/01/19 - Learn speaking assessment 13/05/19 - Picture description of

01/10/18 - Cultural topic- Las Fallas 04/02/19 - Redraft of M5 Writing assessment environmental issue

08/10/18 - Writing- Redraft of M4 11/02/19 - Revise big numbers for test 20/05/19 - The future tense

15/10/18 - Make flashcards for M4 revision 25/02/19 - Preterite tense practice 03/06/19 - Writing on Problemas

29/10/18 - Make flashcards for speaking 04/03/19 - Translation into English- Hábitos medioambientales

05/11/18 - Learn speaking assessment 11/03/19 - Writing on Importancia vida sana 10/06/19 - Redraft on Writing

12/11/18 - Redraft of M4 Writing assessment 18/03/19 - Redraft of writing 17/06/19 - Make flashcards for revision

19/11/18 - Thinking skills- Marta’s day 25/03/19 - Make flashcards for revision 24/06/19 - Make flashcards for speaking

26/11/18 - Cultural topic- Fiesta del caracol 01/04/19 - Make flashcards for speaking 01/07/19 - Extended Homework Project

03/12/18 - Describe a picture of a place in revision 08/07/19 - Extended Homework Project

town 15/07/19 - Presentation of GCSE Topic

10/12/18 - Writing M5

17/12/18 - Cultural topic- Día del maestro



All redrafted written homework will be assessed All redrafted written homework will be assessed All redrafted written homework will be assessed

according to the new marking criteria for writing according to the new marking criteria for writing according to the new marking criteria for writing

based on the linear GCSE. based on the linear GCSE. based on the linear GCSE.

In-class assessment Module 5 assessments Environment assessments

Week beg 05/11/18 on family and friends Week beg 21/01/19 on all skills Week beg 24/06/19 on L/R/W

Module 4 assessments Healthy living assessments

Week beg 01/07/19 on Speaking

All skills

Week beg 01/04/19 on L/R/W

Week beg 23/04/19 on Speaking



All lessons are planned according to what All lessons are planned according to what All lessons are planned according to what

students must, should and could complete students must, should and could complete students must, should and could complete

during the lesson. All lessons include a during the lesson. All lessons include a during the lesson. All lessons include a

challenge task. challenge task. challenge task.

All students have PLCs that need to be All students have PLCs that need to be All students have PLCs that need to be

constantly updated and referred to. constantly updated and referred to. constantly updated and referred to.

Students must continue to re-apply Students must continue to re-apply Students must continue to re-apply

vocabulary in a new context. vocabulary in a new context. vocabulary in a new context.

Students should justify what they say using a Students should justify what they say using a Students should justify what they say using a

variety of ideas and opinions to back up what variety of ideas and opinions to back up what variety of ideas and opinions to back up what

they have said or written. they have said or written. they have said or written.

Students must use flashy (unusual) Students must use flashy (unusual) Students must use flashy (unusual)

vocabulary. vocabulary. vocabulary.

All students have been provided with a All students have been provided with a All students have been provided with a

Student Guide, which contains a progress Student Guide, which contains a progress Student Guide, which contains a progress

review section, the marking criteria and review section, the marking criteria and review section, the marking criteria and

strategies to improve. strategies to improve. strategies to improve.


▪To persevere with a task as per 1, 2, 3

1. Viva 1 Student book: 97814479 35254 Rule

2. Student Guide to Success in Year 8 ▪To update the Progress Reviewpage

(supplied by class teacher) after each redrafted written homework

3. EDEXCEL GCSE Spanish ▪To correctly label the homework sheets

Foundation. Pearson. with targets for improvement

ISBN: 9781846903915 ▪To act on targets set by the teacher to

4. EDEXCEL GCSE Spanish Higher. provide evidence of improvement

Pearson. ISBN: 9781846903922 ▪To glue all worksheets in and ensure

5. Collins Easy Learning Spanish excellent presentation with dates and

dictionary or Oxford Learner’s titles underlined

dictionary: recommended for home ▪To refer to the Student Guide to Success

use only as we have large stocks in ▪To develop grammatical skills

school

6. www.bbc.co.uk/education ▪ To practise appropriate use of the

7. www.languagesonline.org.uk dictionary and wordreference.cominstead

8. Youtube of resorting to Google translator

9. https://www.duolingo.com/ ▪ To apply the TONIC strategy

10. www.wordreference.com

http://www.bbc.co.uk/education

http://www.languagesonline.org.uk/

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