YEAR 8 CURRICULUM

2018/2019

Dear Parent/Carer

The purpose of this booklet is to give you an overview of what

your son or daughter will be studying in each subject over the

coming year. We hope that it will help you to support your

child and understand the curriculum he or she will be

following.

This booklet also contains important dates to inform you about

school events and a list of useful people you may need to

contact.

As the booklet provides information on all subjects offered in

Year 8, it is worth pointing out that only some students receive

lessons in Spanish or German.

This booklet is also available on our school website:

www.backwellschool.net.

Any feed back on the contents of this booklet will be gratefully

received.

Yours faithfully

Ben Houghton

Deputy Headteacher

CONTENTS

Important dates ……………………………………………….. 1

Useful people …………………………………………………... 2

Art and Design …………………………………………………. 3

Computing and ICT …………………………………………… 4

Dance …………………………………………………………… 5

Design and Technology (DT) ……………………………….. 6

Drama …………………………………………………………… 7

English …………………………………………………………… 7

French …………………………………………………………… 8

Geography …………………………………………………….. 10

German …………………………………………………………. 11

History ……………………………………………………………. 12

Mathematics …………………………………………………… 13

Music …………………………………………………………….. 14

Philosophy and Religion (PR) ………………………………... 15

Physical Education ……………………………………………. 16

Science ………………………………………………………….. 17

Spanish …………………………………………………………... 19

Spiritual, Moral, Social and Cultural Education (SMSCE)

and Personal Social and Health Education (PHSE)

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IMPORTANT DATES

November

You will receive a target report on your child’s progress.

The target report contains assessment data and a short

comment from staff to share achievements and areas for

development.

July

You will receive a short report through the post.

Parents’ Evening

Thursday 11 July 2019, 4.15 pm – 6.30 pm

This is an opportunity to have short meetings with all the

staff who teach your child to discuss how he or she has

progressed through the year.

If you have particular worries or concerns about your

child please contact us at any time. Telephone and ask

to speak to or leave a message for your child’s tutor or

Head of House. If you leave a phone number, we will get

back to you.

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USEFUL PEOPLE

Head of Cotswold House Mr M Newall

Deputy Head of Cotswold House Miss E Plaster

Head of Mendip House Miss F Lockhart

Deputy Heads of Mendip House Miss M Hayward

Head of Quantock House Mrs S Walton

Deputy Head of Quantock House Mrs K Rose

Head of Sedgemoor House Mr J Hobbs

Deputy Head of Sedgemoor House Mr M Sales

Tutors

8C1 Mrs J Lewis

8C2 Mr G Oliver

8M1 Mrs G King/Miss H Young

8M2 Miss G Fermin

8Q1 Dr F Kersante

8Q2 Mrs H Murray

8Q3 Mr A Salida

8S1 Mrs R Fowkes/ Miss R Wolfe

8S2 Mr C Ray

Parent Support Adviser: Mrs A Cheeseman

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Art and Design

In Art we want our students to:

Enjoy making art and taking creative risks

Explore their own ideas and visually communicate

views

Develop their skills using and experimenting with a

range of materials and processes

Understand and respond to art from our own and

other cultures

Learn the ICT skills needed to use our creative

software

Our schemes in Year 9 give students the opportunity to

become more independent and use the skills they have

previously learnt. In Term 1 and 2 they will develop their

skills experimenting with collage, by hand and in

Photoshop or Powerpoint, responding to the work of

others. This is followed by more focused work on a

chosen theme and technique for making a collage for

their final assessed outcome during the final part of term

2. They will then work on a smaller projects looking at

ways art and design can be used in the world around

them, such as fashion, graphic design and concept art.

Skills with IT and Photography will be a focus of much of

this work coming up with ideas of the theme of Fantasy

Art and Landscapes. They will develop their ideas into

outcomes at the end of term 3 and 4. During the final

two terms of the course they will work on a project linked

with the English department on the theme of Dystopian

Art and Literature, encouraging them to develop their

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own interests in art and design. This can be used in the

GCSE Portfolio, should they choose to continue with their

Art education.

Teachers develop schemes of work based on the

National Curriculum and pupils are taught how to create

art through:

Inspiration from a range of sources

Experimentation and refinement of ideas

Communication of ideas, feelings, observations

Planning and creation of a personal outcome

Students are expected to have drawing materials for

their lessons, including HB and 2B drawing pencils, 12

coloured pencils and black fine liner pens. To support

their learning at home we would like them to have a

wider range of art materials, which could be purchased

at the school’s non-profit making Art shop.

Computing and ICT

Students will not just learn the skills to use software but

also how to develop their computational thinking and

how computers store, use and communicate data.

Seven units of work will cover the following topics

Digital Literacy

Using web authoring software, html and CSS to

create a website

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Finding, retrieving and validating data in a Rescue

Dogs database

Digital Skills

Using spreadsheets to model the evacuation of a

concert hall and simulate real life events

Using flowcharts to simulate the control of real life

events

Using scratch software to develop computer

games

Using the small basic programming language to

control a turtle

Technical knowledge

Understanding how binary is used to store data

Introduction to networking and the internet

including how HTML can be used to create web

pages

Assessment will be by short tests throughout the year or

by teacher assessment of work produced.

Students are very used to using ICT in their everyday life,

so it would be useful for parents/carers to tell them what

life was like before computers!

Dance

The Year 8 Dance module involves students performing a

variety of actions using a good range of skills and

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techniques to develop motifs using professional works as

a starting point. Students develop and adapt their ideas

to make longer dances using basic compositional

principles and structures. Students also explore the safe

preparation and recovery methods for classes and for a

range of actions which improves the performance of

dance skills and increases body and spatial awareness.

Design & Technology In Year 8 students study either Food and Textiles or Product

Design (depending on which subject area they studied in

Year 7):

Group 1

Food Technology

Textiles Technology

Group 2

Product Design

Food and Textiles students will undertake alternate Food and

Textiles projects through the year, whilst Product Design

students will study their single option for the whole year (a

double lesson per week for each Group). This will enable

students to cover more in-depth and challenging projects,

resulting in a higher level of skill and understanding.

Each subject area will cover a range of projects to develop

students’ research, product analysis, designing and making

skills. All subject areas will consist of practical projects and the

use of ICT where appropriate. Many of the skills learnt will be

transferable across the subject areas.

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All these Design and Technology subjects are available as

GCSE options at Key Stage 4.

Drama

In Year 8 Drama students are expected to adopt and

maintain more complex roles and to be able to

empathise with the characters they are playing. They

are expected to respond to each other’s work with a

growing understanding of dramatic styles and

conventions and to be able to talk about each other’s

work using the correct language of Drama.

English

The aim of the English curriculum is to enable all students

to develop their ability to use and understand English in

speaking, listening, reading and writing.

The Year 8 syllabus focuses on:

Narrative: reading and analysing techniques used

in the telling of myths and legend leading to

writing a myth or legend.

Poetry: reading and analysing techniques used in

narrative poetry, including some pre-twentieth

century poetry and ballads; using these skills when

writing some narrative poetry.

Drama: developing skills when analysing a drama

text; exploring conventions of a Shakespeare play

when writing a letter of advice to an actor.

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Fiction: developing the ability to make

judgements about characters and actions in

fiction; using evidence from the texts when writing

an analytical essay.

Language Study: exploring changes to the English

language; changes in grammar through time; the

use of standard and non-standard forms;

responding to language debates in a persuasive

speech.

Media: how media texts work; producing own

media texts and commenting on the techniques

used.

One lesson in each fortnight is timetabled in the library

classroom and is used to promote independent, wider

reading skills. We expect all students to be reading

regularly throughout the year and ask parents to support

this at home.

During the year, work for formal assessment will be

completed in students’ A4 purple books whilst their green

books will be used for notes and drafting.

French

The course in French develops the four language skills:

listening, speaking, reading and writing. Students learn

to communicate in French by being given a range of

tasks with a real purpose. The course focuses on the

immediate world of the learner and covers the following

topic areas in Year 8:

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For those who studied French in Year 7, topics include:

Free time and leisure activities

Home and the local area

Clothes and fashion

Health

For first time learners of French, topics include:

Introducing yourself and exchanging personal

information

Personal descriptions

Family and friends

School

Food and drink

Assessment: During the year formal tests are given on

the skills of speaking, writing, listening and reading.

Teaches regularly evaluate and give feedback to

students on their progress.

How to support learning: Students are expected to have

their own pocket French dictionary – we recommend the

Oxford or Collins range. It is recommended that students

bring in their own headphones for computer room

lessons. The website www.linguascope.com is excellent

for follow-up activities at home (ask teacher for

username and password).

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Geography

Having based our curriculum in the UK in Year 7, we take

on a much more global approach in Year 8. We want to

give our students an understanding of the world they live

in focusing on the similarities and contrasts that exist in

both our Physical and Human landscapes. Broad topic

areas include:

Our Physical World; including a study of different

biomes and the physical processes at work within

them.

Our Human World; our population distribution and

the differences that exist between rich and poor

countries and how this can be managed.

Extreme environments; the characteristics of

environments such as deserts and rainforests and

an exploration of how humans live in and manage

them sustainably.

Geographical skills are emphasised throughout and

there is as much investigative and practical work as

possible.

Assessment in Year 8 includes a range of factual based

tests, extending writing tasks and project work.

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German

The course in German develops the four language skills:

listening, speaking, reading and writing. Students learn

to communicate in German by being given a range of

tasks with a real purpose. The course focuses on the

immediate world of the learner, and covers the following

topic areas in Year 8:

Introducing yourself and exchanging personal

information.

School.

Family and friends.

Free time and leisure activities.

Assessment: During the year formal tests are given on

the skills of speaking, writing, listening and reading.

Teachers regularly evaluate and give feedback to

students on their progress.

How to support learning: Students are expected to have

their own pocket German dictionary – we recommend

the Oxford or Collins range. As they start to cover

different tenses of verbs, a pocket book of verb tables

would also be useful, to enable students to work with

increasing independence. The website

www.linguascope.com is excellent for follow-up activities

at home (ask teacher for username and password).

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History

The aims of the History Department’s teaching are:

To foster an enjoyment of History in students and to

encourage them to take a greater interest in the

past.

To give students a greater understanding of the

history and culture of other countries including their

present situation in the world.

To help students understand present day issues.

To assist in training students’ minds by means of

particular skills and disciplines.

In Year 8, students will study four modules: British History

1600-1750, Working and Living Conditions in the 19th

Century, Britain and the First World War, and a turning

point in European History (either the Italian Renaissance

or The French Revolution).

Students continue to be coached in the skills of

argument, using examples to support their ideas and

structuring these ideas clearly. A variety of sources are

studied and evaluated to consolidate existing

knowledge. We employ a system of continuous

assessment with comments-only marking.

Homework will be set each week. Usually this will be a

single short piece. On some occasions, though, longer,

project based work may be set over a period of weeks.

Here guidance will be given to students on how they

might spread their effort over a number of weeks, rather

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than leaving it all until the last minute. We also like to

include the opportunity for model-making somewhere

along the line, eg constructing a First World War Trench

or an Elizabethan theatre.

We feel very strongly that parents can best support and

consolidate their children’s learning in History by taking

an interest themselves. The ‘What did you learn today in

History?’ approach is great, encouraging the children to

share their new-found knowledge.

Mathematics

Students continue to be taught in ability sets with termly

assessment to monitor progress. Homework is set

regularly to reinforce classwork and encourage

independent learning.

The course outline is:

Term 1: properties of triangles and quadrilaterals.

Area and perimeter of shapes, including circles,

volumes of prisms and loci and construction.

Term 2: fractions, percentages and decimals.

Term 3: data collection and representation.

Term 4: negative numbers, index notation,

sequences, algebraic expressions and equations.

Term 5: linear graphs including equations of a line,

real life graphs and transformations.

Term 6: enlargement with positive scale factors,

including fractions, similarity and congruence, and

Pythagoras’ Theorem.

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To aid progress at home, we recommend the use of

study guides and websites of the appropriate levels.

Continuing to familiarise students with their tables and

everyday uses of mathematics such as units of measure

and arithmetic calculations is also beneficial. Asking

students to explain what they have learnt is an excellent

way of consolidating understanding and involving

parents/carers in learning.

Music

Music is a unique form of communication that enables

students to develop a wide range of transferable skills.

Collaborating and working with others as musicians as

well as adapting to different musical roles and respecting

the values of others is a vital part of the learning

experience.

The course aims to promote enjoyment and develop

interest in music by engaging all students in composing,

performing and appraising. Students work individually, as

a class, in pairs or small groups on a wide range of

practical activities. These may include:

Singing as a class or in small groups, with some

choosing to further their ability and enjoyment in

the school’s choirs.

Playing pitched percussion, such as glockenspiels

and xylophones, keyboards and other relevant

instruments, with students who show ability and

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interest being encouraged to play in the school’s

orchestras and bands.

Composing projects

Listening to the performance of music and

analysing aspects of its composition, often with

reference to appropriate notation.

Topics covered in Year 8 include African Music, The Blues,

Rock and Roll, Theme and Variations, Latin Music and

Film Themes. Notation skills will be developed and

students will be introduced to music software such as

Garageband.

Assessment is carried out regularly to promote good

progress and there is an emphasis on students monitoring

their own technical and creative skills. Peer assessment

and self-evaluation form are encouraged alongside

formal assessment tasks once a term.

Philosophy and Religion

The curriculum is based on the North Somerset locally

agreed syllabus (a legal document followed by all local

schools) and national guidelines. The programme of

study does not require a religious belief and is not about

teaching people to believe; the fact that some students

have religious beliefs, some are atheist, and some are

indifferent is a reflection of society as a whole. Students

have the opportunity to discuss and reflect on the belief

systems of the six major religions, as well as a range of

ethical and topical issues, in a safe atmosphere in which

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every view and belief is valued. The key skills of

empathy, analysis, interpretation and synthesis are

transferable skills which support all areas of the

curriculum.

Year 8 Syllabus:

What is truth?

Are there more questions than answers?

Belief & faith in practice

Prejudice

Poverty

Evil and suffering

Also within Year 8 PR lessons some PSHE objectives are

covered, these objectives are related to identity and

relationships.

Physical Education

We aim to foster a positive approach to Physical

Education by encouraging an understanding of the

need for regular exercise. Students are taught how to

prepare the body for different activities and about the

need for safety. We build upon the skills of body

awareness and co-ordination introduced in Year 7 and

through team play and individual performance aim to

develop self-confidence and co-operation.

Autumn activities: Girls: Fitness, netball, swimming

Boys: Rugby, swimming, gymnastics

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Spring activities: Girls: Hockey, soccer, gymnastics

Boys: Soccer, badminton, fitness

Summer activities: Girls: Rounders, tennis, athletics

Boys: Cricket, athletics, softball

Students’ work will be assessed in a variety of ways,

including teacher, peer and self-assessment.

Science

Students are taught on a rotation of topics through

Biology, Chemistry and Physics and are expected to:

Build on their scientific knowledge and

understanding from Key Stage 2 and Year 7 and to

make connections between different areas of

science.

Use scientific ideas and models to explain

observations.

Understand a range of familiar applications of

science.

Carry out investigations of different types,

communicating methods, observations and

conclusions.

Learn the importance of experimental evidence

and numeracy skills in supporting scientific ideas

Develop the use of ICT to research and

communicate ideas.

Course content:

The course is modular and topic based and includes the

following topics:

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Sc1 Scientific enquiry

Sc2 Life Processes and living things

Food and digestion.

Respiration.

Genes and health

Ecological Relationships.

Sc3 Materials and their properties

Elements.

Compounds.

Rocks.

Weathering.

Sc4 Physical processes

Heat transfer

Energy resources

Forces

Assessment of skills and knowledge takes place using

tests after each topic, and an end of year test. These

assessments are used to help inform staff as to the end of

key stage level attained at the end of Year 8.

All students at Backwell begin studying for their GCSE

qualifications in Science at the start of Year 9, however

the pathway selection onto Separate Science or

Combined Science does not happen until the end of

Year 9.

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Spanish

The aims and objectives of the course are:

Language and language-learning skills, e.g. the

ability to learn and use Spanish more

independently.

Manipulating and recycling language in order to

express new ideas.

Learning, understanding and applying grammar.

Listening, speaking, reading and writing skills.

Awareness of different countries, cultures and

people.

The topic areas are all relevant to the immediate world

of the learner.

For those who studied Spanish in Year 7, topics include:

Weather

Free time and routine

House and home

Cultural Spain and its cuisine

Holidays and transport

For first time learners of Spanish, topics include:

Introducing yourself and exchanging personal

information

Family and friends

School

During the year formal tests are given on the skills of

speaking, writing, listening and reading. Teachers

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regularly evaluate and give feedback to students on

their progress.

Students are expected to have their own Spanish

dictionary – we recommend the Collins Spanish Pocket

dictionary. It is recommended that students bring in their

own headphones for computer room lessons. The

websites www.espanol-extra.co.uk and

www.linguascope.com (usernames and passwords from

teacher) are excellent for follow-up activities at home.

Personal, Social and Health Education (PSHE)

and Spiritual, Moral, Social and Cultural

Education (SMSC)

Within tutor time, students follow a personal

development curriculum. In Year 8 they will cover the

following topics:

Social media and keeping safe on line

Sexually Transmitted Infections (STIs) and Female

Genital Mutilation (FGM)

Views of different groups in society

Alcohol, drugs and smoking

Body image and healthy life choices

Overview of democracy and British values

Introduction to careers and economic well-being

In addition, students have the opportunity in tutor time to

discuss and reflect upon relevant issues broadening their

understanding of world events and appreciating a range

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of different cultural identities. Students also have a

weekly assembly which covers a range of topics for

students to reflect upon. Throughout many other lessons

students are also taught fundamental British values.

September 2018