Year 8 Curriculum Information

Half Term

Curriculum focus

Landmark assessment

Autumn 1

Prized Plants

3D Model making

Students will research cacti and artists Chiao and Frezza.  They will design and make a 3D plant using cardboard and paper mache modelling techniques.

Baseline assessment

Continuous assessment throughout the creative process.

There will be formal assessment points during the year where the students will be tested in the four skill areas of art history, record, develop and final response.

Autumn 2

Students will research cacti and artists Chiao and Frezza.  They will design and make a 3D plant using cardboard and paper mache modelling techniques

Continuous assessment throughout the creative process.

End of project summative assessment

Project homework task

Spring 1

Mexico and

Day of the dead

Paper decorated skulls

Students will investigate the culture of Mexico. Learn about pattern motifs and how to repeat a design.  

Continuous assessment throughout the creative process. Project homework task

Spring 2

Street art

Students will research and  respond to artists such as the ROA and Farid Rueda. A series of images will be made with a focus on using texture and mark making, colour blending and perspective.

Continuous assessment throughout the creative process.

End of project summative assessment

Project homework task

Summer 1

Portraiture

Students will learn how to draw an accurate portrait. They will learn how to mix flesh tones and how to paint and draw the face with a range of different media. They will be looking at historical and contemporary portraiture and responding to artists such as Hattie Stewart and Julien Opie.

Continuous assessment throughout the creative process. Project homework task

Summer 2

Portraiture

Students will learn how to draw an accurate portrait. They will learn how to mix flesh tones and how to paint and draw the face with a range of different media. They will be looking at historical and contemporary portraiture and responding to artists such as Hattie Stewart and  Julien Opie.

Continuous assessment throughout the creative process.

Summative assessment.

Project homework task

Half term

Curriculum focus

Landmark assessment

Autumn term

Exploring Plays Sparkleshark                                                                                     

Learners will explore the set text Sparleshark, they will be introduced to the role of the director, how to be a successful director as well as how to explore director’s intentions. They will also learn how to develop their characterisation skills by learning about character objectives, character motivation and how they can build tension in a performance.                                                                                      

Students will be assessed  across all lessons in the areas of making, performing, and responding.  For making they will demonstrate how they work as part of a group; their contribution of ideas, engagement with the task and support of others. For performing they will be assessed on their ability to stay in role, their use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For responding they will be assessed on their ability to discuss the work of their peers, be able to discuss moments that they enjoyed and to highlight areas for development. They will also complete a knowledge recall test of vocabulary.                                                                          

Autumn 2

Performing Plays Sparkleshark                                                                                     

Learners will explore how to demonstrate their characterisation, how to perform successfully both vocally and physically to play a character different from themselves. They will consider how to build tension in a performance, sustain their characterisation to a high level and consider you reactions to other characters on stage. You will also learn how to use space in a performance and how the use of space can communicate meaning.

Students will be assessed  across all lessons in the areas of making, performing, and responding.  For making they will demonstrate how they work as part of a group; their contribution of ideas, engagement with the task and support of others. For performing they will be assessed on their ability to stay in role, their use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For responding they will be assessed on their ability to discuss the work of their peers, be able to discuss moments that they enjoyed and to highlight areas for development. They will also complete a knowledge recall test of vocabulary.

Spring 1

Dramatic techniques and devising – social media

Spring 2

Specialist skills – Physical Theatre

In this scheme learners will explore the genre of physical theatre; they will learn how to communicate using only their body and movement. They will explore the techniques of theatre company Frantic Assembly learning how to complete lifts and physical theatre techniques safely. They will learn what a platform performance is and how to create it using mime, multi-role, scale and body props.                                                                               

Students will be assessed  across all lessons in the areas of making, performing, and responding.  For making they will demonstrate how they work as part of a group; their contribution of ideas, engagement with the task and support of others. For performing they will be assessed on their ability to stay in role, their use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For responding they will be assessed on their ability to discuss the work of their peers, be able to discuss moments that they enjoyed and to highlight areas for development. They will also complete a knowledge recall test of vocabulary.

Summer 2

Technical Theatre – Costume design and make up special effects

 Learners will explore the role of a costume designer, how designers are inspired to create costumes and what the process of designing costumes entails. They will design two costumes for a play that we explore in class. They will also be introduced to stage make up and how we can create special effects including cuts and bruises.

You will be assessed across all lessons in the areas of creating, performing, and responding.  For creating you will demonstrate how you work as part of a group; your contribution of ideas, engagement with the task and support of others. For performingyou will be assessed on your ability to use the skills required for costume and make up design. For responding you will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

Year 8

Curriculum focus

Landmark assessment

Autumn 1

1)Tales with a Twist – students study a range of short stories from Gothic fiction to understand key features of ghost story genre.

2) Tales with a Twist Media – students study a media-based unit exploring how a director creates tension/suspense in a film.

Writing assessment – creative writing inspired by the awakening in ‘Frankenstein’.

Reading assessment -exploring how tension/suspense is created in several scenes.

Autumn 2

3) Power and Inequality – Animal Farm Prose fiction –– students will study how characters are presented and the themes Orwell explores.

Writing assessment – news article of an event on the farm

Spring 1

4) Power and Magic – students will study extracts from ‘The Tempest’ exploring how characters are presented and the themes explored.

Writing assessment – a dramatic monologue as a character from the play.

Spring 2

5) Poetry from Different Cultures – students will study a range of poems and explore how writers present their ideas.

Reading Assessment – how a writer presents an issue in a specific poem.

Summer 1

6) Identity – My Voice

Students prepare an individual presentation to the group on a skill/hobby/sport

7) Around the World – students study a range of non-fiction texts on the theme of travel to understand different perspectives and viewpoints.

Oral assessment

Writing assessment – review of a hotel for a newspaper.

Summer 2

8) Dystopian Fiction – students study key features of this genre and how the writer engages the reader.

Writing assessment – an eye-witness account of an alien encounter.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Theme 1 – Pupils will learn how to talk about where they live. They will be able to say what is in their town, what they think of it as well as where they go and when. They will build on their knowledge from Year 7 on how to use definite and indefinite articles and the gender and number of nouns. They will learn how to use à with articles, use intensifiers with adjectives and the complete paradigm of the irregular verb aller.

Ongoing ‘in class’ teacher assessment and vocabulary tests.

Autumn 2

Theme 1 – Pupils will continue to develop vocabulary which enables them to talk about their town but extend their vocabulary and grammar knowledge to be able to do so expressing the future tense as well as the present. They will be able to use the whole paradigm of the verb pouvoir, including with subjects other than personal pronouns, to say what one can do in a town.

End of Theme 1 assessments in all four skill areas (listening, speaking, reading and writing)

Spring 1

Theme 2 – Pupils will learn vocabulary and grammar structures relating to being able to express what they might be interested in. They will revisit the regular verb paradigms covered in Year 7 and learn how to make verbs negative. There will be a focus on opinion verbs which will be used together with connectives to give reasons for their opinions. The opportunity may be given to use direct object pronouns. Regular adjective agreements covered in Year 7 will be revisited and irregular adjectives introduced.

Ongoing ‘in class’ teacher assessments and vocabulary tests.

Spring 2

Theme 2 – Pupils will continue to work on the theme of what they might be interested in. They will extend their knowledge of regular and irregular adjectives. They will revisit the paradigms of the irregular verbs avoir, aller, faire and être. They will be able to express themselves by learning to use the perfect tense of verbs which have avoir as their auxiliary verb. This includes both regular and some irregular past participles.

End of Theme 2 assessments in all four skill areas (listening, speaking, reading and writing)

Summer 1

Theme 3 – Pupils will study cultural aspects of France focussing on the city of Paris. They will familiarise themselves with key facts about the city and its monuments and tourist sites. They will consolidate the language learnt throughout the year by using it to talk about what one can do/likes/dislikes/did in Paris.

Ongoing ‘in class’ teacher assessments and vocabulary tests.

Summer 2

Theme 3 – Pupils will learn how to use the perfect tense with être verbs and to say how they might travel. They will be made aware of France’s national celebrations. They will be introduced to transactional vocabulary in the setting of a tourist information office in preparation for GCSE role play scenarios. They will revise time structures and learn how to use the key question words.

End of Theme 3 assessments in all four skill areas in all four skill areas (listening, speaking, reading and writing)

Half term

Curriculum focus

Landmark assessment

Autumn 1

Natural Hazards

To build on geographical enquiry skills to determine how hazardous the Earth is. To delve inside the Earth to explain how tectonic processes can cause natural hazards. To investigate how volcanoes, earthquakes, tsunamis and hurricanes impact people and the environment. 

Interim knowledge test.

Decision Making Exercise (DME)

Continuous assessment through AfL activities in lessons.

Autumn 2

Natural Hazards

Continuation of topic.

Superpowers

To determine which countries are considered superpowers. To investigate the activities of superpowers with regards to resource exploitation, trade and rapid development. To assess the impacts of superpowers on people and the environment.  

Interim knowledge test.

Decision Making Exercise (DME)

Continuous assessment through AfL activities in lessons.

Spring 1

Superpowers

Continuation of topic.

Health and Human Rights

To extend geographical enquiry skills to explain how human rights vary across the world. To give reasons why those rights vary. To determine whether money is the answer to poverty and lac of human rights.

Interim knowledge test.

Continuous assessment through AfL activities in lessons.

Spring 2

Health and Human Rights

To extend geographical enquiry skills to explain how human rights vary across the world. To give reasons why those rights vary. To determine whether money is the answer to poverty and lac of human rights.

Interim knowledge test.

Oral Assessment

Continuous assessment through AfL activities in lessons.

Summer 1

Health and Human Rights

Continuation of topic.

Resources and the Environment

To explain how countries exploit resources and evaluate the impacts of this on people and the environment. To investigate examples of resource exploitation. To assess the sustainability of resource exploitation for future generations and the health of the planet.

Interim knowledge test.

GCSE style exam, including an 8 mark question in GCSE style. Grades awarded using GCSE grade boundaries.

Continuous assessment through AfL activities.

Summer 2

Resources and the Environment

Continuation of topic.

Interim knowledge test.

GCSE style exam – with extended 8 mark question. Grades awarded using GCSE grade boundaries.

Continuous assessment through AfL activities in lessons.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Theme 1 – Pupils will learn how to talk about places in town using both past and present tenses and explore the syntax related to communicating in different tenses e.g. word order, adverbial time phrases

Ongoing ‘in class’ teacher assessment and vocabulary tests.

Autumn 2

Theme 1 – Pupils will continue to develop vocabulary which enables them to talk about their town but extend their vocabulary and grammar knowledge to be able to provide opinions about their town and German towns with reasons, consolidating their word order knowledge.  They will build on their knowledge of modal verbs from year 7 to be able to say what one can do in a town plus learn conditional tense structures to be able to talk about an ideal town.   

End of theme 1 assessments in all four skill areas (listening, speaking, reading and writing)

Spring 1

Theme 2 – Pupils will learn vocabulary and grammar structures relating to being able to recount a past holiday.   This provides ample opportunity to revisit past tense verbs and past tense construction as well as TMP word order rules and extend/revisit hobbies vocabulary knowledge from Year 7.

Ongoing ‘in class’ teacher assessments and vocabulary tests.

Spring 2

Theme 2 – Pupils will extend their holidays vocabulary knowledge to be able to talk about weather, recognising when to use a verb and adjective as well as different tenses.  They will further consolidate and revise conditional tense structures and vocabulary to talk about their ideal holiday and recognise similarities in structure between the future and conditional tenses.

End of theme 2 assessments in all four skill areas (listening, speaking, reading and writing)

Summer 1

Theme 3 – Pupils will develop vocabulary on the topic of daily routine to use reflexive verbs.  They will learn how imperatives work by giving directions and revisit numbers while learning how to tell the time in German.  Word order rules will be revisited as well as modal verb structures.

Exam style assessments in in all four skill areas (listening, speaking, reading and writing)

Summer 2

Theme 4 – Pupils will practise more transactional vocabulary in preparation for GCSE role play scenarios.  They will learn about food and drink and cultural differences as well as be able to practise opinions vocabulary and work order to express eating/drinking preferences.  They will recap adjective endings and genders with the topics of clothes shopping and souvenir shopping.

End of theme 4 assessments in all four skill areas in all four skill areas (listening, speaking, reading and writing)

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will learn about the highs and lows during the reign of Elizabeth I. They will recall key facts from the past.

To what extent was Elizabeth’s reign a golden age?

Autumn 2

Pupils will learn about the English Civil War. They will consider the importance of key individuals in history.

Should Oliver Cromwell be considered a hero or a villain?

Spring 1

Pupils will learn key aspects of Britain’s Industrial Revolution. They will assess change over time using sources to help make a judgement.

Did the Industrial Revolution bring progress and improvement?

Spring 2

Pupils will learn about Slavery and the Atlantic slave trade. They will consider the relative importance of different causes.

Why was Slavery abolished in 1833?

Summer 1

Pupils will learn about aspects of the Second World War.

They will recall key facts about the past.

What impact did WW2 have on ordinary people’s lives?

Summer 2

Pupils will learn about key women in history and their impact.

They will consider the importance of key individuals in history.

What impact did women have during the modern era?

Half term

Curriculum focus

Landmark assessment

Autumn 1

Animation – students will learn to use Macromedia Flash animation software to create an animation on a given topic.

Animation – written test and assessment of animation.

Autumn 2

Databases – students will explore the different features of databases and create a database table, form, report and query.

Databases – written test and assessment of database.

Spring 1

Programming – students will explore the different features of Kodu and learn to plan and create a playable 3D game level.

Programming – written test and assessment of playable 3D game level.

Spring 2

Faking It – students will explore graphics by learning to alter images using graphics tools.  This unit also looks at how manipulated images in the media can lead to false assumptions.

OR

Presentation – students will look at the skills associated with creating and giving presentations.

Faking It – overall assessment of the tasks completed.

OR

Presentation – overall assessment of the tasks completed.

Summer 1

Information, Reliability and Bias – students will explore how to identify reliable information when searching online.

Information, Reliability and Bias – overall assessment of the tasks completed.

Summer 2

Music video – students will explore the different features of iMovie (iPads) or Photos video creator (PCs) and learn to collaborate in groups to plan and create a music video of their chosen song.

Music video – written test and assessment of music video

Half Term

Curriculum Focus

Landmark assessment

Autumn 1

7 weeks

The blues is one of the most important musical genres of the last 100 years. We discuss and analyse the historical context of how the blues developed. Students learn how to play a walking bass in C and develop their knowledge of melody by using blue notes when playing riffs. They will look at structure in music by learning how to play 12 bar blues with chords.

Formative assessment of performing and listening skills throughout the project.

A summative assessment of pupils’ performances focusing on playing a walking bass smoothly with chords and riffs.

Autumn 2

7 weeks

The blues (continued).

Pupils will develop an understanding of harmony by using 7^th chords and chord inversions when playing the 12 bar blues. Pupils will use given lyrics or create their own in a 12 bar blues style.  Working in small groups and using the key features of melody, structure and harmony, they will then compose their own blues song in its entirety, performing it at the end of the project.

Formative assessment of composing skills throughout the project, including use of melody to match lyrics.

A summative assessment of pupils’ compositions based against use of structure, melody and harmony.

Spring 1

Pop Ballads

Pupils will listen to a variety of pop ballads from the last 30 years and discuss and analyse the features of these. Students will focus on harmony by looking at 4-chord sequences in pop songs. They will learn about tonality and the effect major and minor chords have on music. They will look at features of melody in pop music such as melodic hooks and riffs

Formative assessment of composing skills throughout the project, including use of chords and instrument choice. lyrics

Spring 2

Pop Ballads (contd)

Pupils will continue learning about pop ballads, using the features of studied to develop their own compositional ideas. Pupils will focus on rhythm and playing chords using syncopation. They will also develop their harmony knowledge by using extended chords. They will perform their own pop ballad at the end of the project.

Formative assessment of performing skills throughout the project, including use of rhythm and extended chords.

A summative assessment of pupils’ compositions focusing on use of 4 chord sequence with extensions, tonality, syncopation and melody.

Summer 1

Modern Remix

Pupils listen to Pachelbel’s Canon and discuss and analyse key features of this music. We listen and analyse how this music has been remixed for use in a more modern way, using sonority by changing instruments, adding drum beats and creating modern lyrics that match the music. Pupils then look at texture (including polyphony) by analysing and playing some of the passages from the Canon. Using technology, pupils will remix the music to create their own musical arrangement.

Formative assessment of performing skills throughout the project, use of sonority, gauging difficulty of canon parts

A summative assessment of pupils’ performances looking at use of sonority and texture incl polyphony

Summer 2

Film Music

Pupils will watch and listen to examples of famous film music. They will analyse how composers use musical elements such as pitch, tempo, rhythm, sonority and tonality to match music to film scenes in a variety of film genres. Pupils will focus on using melody (incl chromaticism), tonality (atonal music) and harmony (diminished chords) to compose their own film music scene.

Formative assessment of composing skills throughout the project, including development of melody, tonality and harmony.

A summative assessment of pupils’ performances focusing on use of chromaticism, atonal chords and diminished harmonies.

Spring 1

Theme: Outward looking, tolerant, understanding of place in wider world FBV’s –Mutual respect & tolerance

Students will continue to learn to prepare for and recover from exercise safely and effectively. To understand the type of fitness components that players need to perform at a high level for their chosen sport. i.e. coordination, power and agility.Highlight the possible health benefits gained from taking part in physically demanding activities and discuss the need to stay healthy & active throughout life within activities such as Swimming, Football & Hockey.

Continuous

assessment throughout competitive & challenging scenarios. Identification of potential GCSE PE students & promotion of course.

House Competition:

Hockey & Swimming

Spring 2

Theme: Safe, resilient, reflective

FBV – Individual liberty 

Students will use core skills in

combination with other movements and apparatus. They will incorporate control, creativity and aesthetics into flight based sequences. Student will

further develop an ability to evaluate and assess movements and sequences to produced refined outcomes. Understanding the link between strength and endurance with aesthetic performance within activities such as Gymnastics and Dance.

Continuous

assessment throughout competitive & challenging scenarios House Competition:

Volleyball & Swimming

Summer 1 

Theme: Scholarly, literate &

numerate

Students will focus on accurate replication & further developing, implementing and refining techniques for batting, bowling and fielding. They will also develop and refine different tennis strokes. Pupils will develop the ability to place the ball in a target area and refining game strategies with

the intention of outwitting an opponent. Pupil will develop confidence in movement and test mental capacity through scoring and officiating games in activities such as

Tennis, Cricket, Softball and Rounders.

Continuous

assessment throughout competitive & challenging scenarios House Competition:

Cricket, Rounders &

Softball

Summer 2 Theme:

Independent/collaborative

Independent learning

Students will use knowledge of

athletics events, strategies and techniques to develop and enhance replication and performance. They will develop their understanding of fitness and its relationship to performance. Pupils will perform and improve core skills and personal/team bests in

Continuous

assessment throughout competitive & challenging scenarios House Competition:

Tennis & Sports Day

(Athletics & tug of

War)

relation to speed, height, distance and accuracy. Develop confidence in movement and challenge mental capacity. Understanding ethics of hard work and endeavour and its links to success in sport within activities such as Athletics, Rounders, Cricket & Tennis

Half term

Curriculum focus

Landmark assessment

Autumn 1

Drugs and Alcohol

Within this topic, students learn how to assess the risks of alcohol, tobacco, nicotine and e-cigarettes. They learn about medicinal and recreational drugs and how to manage pressures relating to substance use.

Baseline assessment activity

Scenario based enquiry

Quizzes

RAG against learning objectives

End of unit test- revisiting initial baseline.

Autumn 2

Community and Careers:

Within this unit, students learn about the importance of equality of opportunity in life and work. They are taught how to challenge stereotypes and discrimination in relation to work and pay and how they can set aspirational goals for the future.

Baseline assessment activity.

Oracy project on chosen career

Quizzes

RAG against learning objectives

End of unit test- revisiting initial baseline.

Spring 1

Discrimination:

Within this unit student learn how to develop self-worth and confidence in their identities. They learn about gender identity, transphobia and gender-based discrimination. They also learn how to recognise and challenge homophobia and biphobia as well as racism and religious discrimination.

Baseline assessment activity

Scenario based enquiry

Quizzes

RAG against learning objectives

End of unit test, re-visiting initial baseline assessment

Spring 2

Digital Literacy:

Within this unit, students learn about how to use social networking sites safely, including how to recognise online grooming in different forms. Students learn how to respond and seek support in cases of online grooming. Importantly, students learn to critically assess media sources and how to discern the difference between public and private information. They understand how to protect their financial security online and how to manage risks associated with gambling behaviours.

Summer 1

 Identity and relationships:

Within this unit, students continue to learn about gender identity and sexual orientation. Students are equipped to understand the qualities of positive and healthy relationships. Students are taught the risks of ‘sexting’ and how to manage peer pressures related to this. Student begin to learn about the basic forms of contraception such as condoms and the pill.

Summer 2

 Emotional Wellbeing:

Within this unit, students build on their understanding of managing emotions from Year 7. They are taught ways to manage their wellbeing daily and how to challenge myths and stigma in order to maintain their wellbeing. Students are informed about unhealthy coping strategies and how to seek support.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will learn about what it means to be human. They will evaluate whether or not you have to be religious to have a soul.

What arguments both for and against are there to support life after death?

Autumn 2

Pupils will learn about what it means to be a Muslim. They will explain the meaning behind key concepts such is identity, Islam, Ummah and Jihad. .

Should Muslim women be allowed to wear the veil?

Spring 1

Pupils will learn about one or more of the Five Pillars of Islam. They will consider the impact they have on the lives of Muslims today.

Pupils may choose one or more of the Five Pillars to explore and evaluate their religious importance today.

Spring 2

Pupils will learn about the key concepts of Christianity: Incarnation, Crucifixion and Resurrection. They will consider how something so old can still be relevant today.

Which one of the concepts is the most important and why?

Summer 1

Pupils will learn about the teachings of Jesus on love (agape), forgiveness and reconciliation. They will explore the challenge of each teaching for today’s living.

How far are the teachings of Jesus relevant for today’s living?

Summer 2

Pupils will complete an independent enquiry of a key individual who has been challenged by concepts in summer 1. For example, Martin Luther King and Corrie Ten Boom

Independent enquiry chosen by the student to explore the concept of love and forgiveness in action.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Students will study two topics this half term specifically looking at inheritance and energyand finish the term looking at careers within science. Students will learn where characteristics of animals have come from whilst also exploring how energy affects the world around us.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations.

Autumn 2

Students will study three topics this half term specifically looking at electricity, chemicalreactions and respiration. Students will study simple electric circuits, develop their understanding of respiration and start looking deeper into different types of chemical reaction.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations.

Spring 1

Students will study two topics this half term specifically looking at Waves and continue their understanding of chemical reactions. Students will discover how waves work and how temperature is interwoven with chemical reactions.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations.

Spring 2

Students will study two topics this half term specifically looking at Light and the Earth and Atmosphere. Students will discover that light also travels as wave and the composition of the earth and the atmosphere.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations.

Summer 1

Students will study the topics moving thingsand materials and finish the term starting to look at fuels and nutrition. Students will look at the forces and calculations involved in objects moving and how different properties can be attributed to different types of material

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations.

Summer 2

Students will finish the topics fuels and nutrition before moving on to looking at the topics pressure and drugs. Students will look at different forms of fuel for both the body and chemically and then discover key concepts about pressure and different forms of drugs.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations.