Curriculum Information Term 1

Assessment information Term 1

Drawing assessment task

Insects: A range of tasks looking at how insects have been visually recorded and have inspired art.

Graded: Emerging/Developing/Mastering/
Excelling.

Continual assessment.

Curriculum Information Term 2

Assessment information Term 2

Insects (continued)

Continual assessment.
Specific dated assessment

Curriculum Information Term 1

Assessment information Term 1

HTML (website creation)
Learning how websites works is a very useful skill to have.
In this unit you will go from never using HTML before to being able to make your own site.

Baseline assessment

Continuous assessment of progress using delivercomputing360.com.

End of unit test.

Curriculum Information Term 2

Assessment information Term 2

HTML (website creation)
Learning how websites works is a very useful skill to have.
In this unit you will go from never using HTML before to being able to make your own site.

Baseline assessment

Continuous assessment of progress using delivercomputing360.com.

End of unit test.

Curriculum Information Term 1

Assessment information Term 1

In DT students will rotate around 4 subject areas and IT during the year. Students spend approximately 7 weeks in each subject area and then move on. Whilst in each of the areas students will learn what a Design brief is and how it applies in different material areas, what user needs are and how to meet them with the design of their product. They will be building on foundation skills learnt in Year 7.

Electronics:
Students will make a portable battery powered fan. The project reinforces soldering technique and introduces students to a wider range of components including motors. Students accurately measure, customise and cut a line bent HIPs casing for their product. Students also explore advanced drawing techniques such as orthographic projection.

Food & Nutrition:
In Year 8 students will be looking at eating a healthy balanced diet and food from a range of different cultures. Students will gain the confidence to cook a main meal and it is our hope that students will be able to repeat the meals we make in school for dinner at home.
Theory: Students look at Food Provenance – where our food comes from, what the function of ingredients are in a recipe and what Fusion food is. They are taught to create their own fusion dishes considering the choice of the ingredients based on maximising nutrition, taste and visual appeal.
The dishes made in Year 8 are Savoury Rice, Fajitas, Spicy Sausage casserole and Lemon Drizzle cake.
Please note that all recipes and cooking dates will be on Edulink, we have also introduced a recipe book which they will be given at the start of their food rotation. Students need to bring a container with a locking lid to take their food home in.

Product Design:
Students in year 8 will produce a phone stand from plywood, developing the skills they would need should they choose to take product design at GCSE. They will learn to mark out accurately, saw using different saws, chisel and finish their phone stands to a high quality outcome. They will also gain an understanding of what a product analysis is and why they are useful to designers, as well as learning about different timber materials including their properties and uses.

Textiles:
Students will be celebrating Food as Art, creating a textile case including a motif of their favourite food, using recycled fabric. They will be challenged to “draw with scissors” and layer fabrics to create an illustrative textile outcome.

In each DT area students will be assessed on and receive a grade for their Design work – during the rotation and at the end as well as their Finished Practical outcome. 

Curriculum Information Term 2

Assessment information Term 2

In DT students will rotate around 4 subject areas and IT during the year. Students spend approximately 7 weeks in each subject area and then move on. Whilst in each of the areas students will learn what a Design brief is and how it applies in different material areas, what user needs are and how to meet them with the design of their product. They will be building on foundation skills learnt in Year 7.

Electronics:
Students will make a portable battery powered fan. The project reinforces soldering technique and introduces students to a wider range of components including motors. Students accurately measure, customise and cut a line bent HIPs casing for their product. Students also explore advanced drawing techniques such as orthographic projection.

Food & Nutrition:
In Year 8 students will be looking at eating a healthy balanced diet and food from a range of different cultures. Students will gain the confidence to cook a main meal and it is our hope that students will be able to repeat the meals we make in school for dinner at home.
Theory: Students look at Food Provenance – where our food comes from, what the function of ingredients are in a recipe and what Fusion food is. They are taught to create their own fusion dishes considering the choice of the ingredients based on maximising nutrition, taste and visual appeal.
The dishes made in Year 8 are Savoury Rice, Fajitas, Spicy Sausage casserole and Lemon Drizzle cake.
Please note that all recipes and cooking dates will be on Edulink, we have also introduced a recipe book which they will be given at the start of their food rotation. Students need to bring a container with a locking lid to take their food home in.

Product Design:
Students in year 8 will produce a phone stand from plywood, developing the skills they would need should they choose to take product design at GCSE. They will learn to mark out accurately, saw using different saws, chisel and finish their phone stands to a high quality outcome. They will also gain an understanding of what a product analysis is and why they are useful to designers, as well as learning about different timber materials including their properties and uses.

Textiles:
Students will be celebrating Food as Art, creating a textile case including a motif of their favourite food, using recycled fabric. They will be challenged to “draw with scissors” and layer fabrics to create an illustrative textile outcome.

In each DT area students will be assessed on and receive a grade for their Design work – during the rotation and at the end as well as their Finished Practical outcome. 

Curriculum Information Term 1

Assessment information Term 1

Fairy Tales

• Explore a range of fairy tales, focusing on sympathy, antipathy and empathy.
• To explore different character relationships within and across different fairy tales.
• Develop range of vocal and physical skills to create convincing character on stage
• Developing improvisation skills from Year 7.

Mid Unit Assessment
An improvisation based around the characters and storyline of one fairy tale.

End of Unit Assessment
A short performance where students incorporate a range of different characters into one story.

Curriculum Information Term 2

Assessment information Term 2

Darkwood Manor

• Explore a range of storylines based around the mysterious ‘Darkwood Manor’
• Build a range of verbal and non-verbal communication skills 
• Enhance ability to use thought tracking, hot seating, narration for different purposes and outcomes.

Mid Unit Assessment

A group performance based around exploring one haunted room of the manor.

End of Unit Assessment
Students will create and devise their own short performance, focusing on a group of teenagers that enter the manor.

Each assessment will focus on a specific range of vocal skills, physical skills and performance techniques.

Curriculum Information Term 1

Assessment information Term 1

Note: Students study two units concurrently, a main unit and a minor unit. Across Years 7 -8, students build skills for both English and Media. In Year 10, some students then take on Media as a separate additional subject.

English unit: People & Place (Part 1)

Students explore how social and historical context can influence writers when producing texts, and readers when receiving them.

Key skills: understand the influence on context on the production and reception of writing. 

Note: Each assessment focusses on a specific range of reading (GRAF); writing (GWAF); and speaking and listening skills (SLAF). 

 

English unit: People & Place 

Formative assessment: analytical academic writing

Curriculum Information Term 2

Assessment information Term 2

English unit: People & Place (Part 2)

Students explore how social and historical context can influence writers when producing texts, and readers when receiving them.

Key skills: understand the influence on context on the production and reception of writing. 

English unit: People & Place (Part 2)

Summative assessment: analytical academic writing

Curriculum Information Term 1

Assessment information Term 1

Media unit: Howl’s Moving Castle (Part 1)

Students explore the process of adaptation and consider the relationship between Diana Wynne Jones’s book Howl’s Moving Castle and the Studio Ghibli animated adaptation. 

Key skills: reading for meaning; analysing the effect of word choices; exploring the writer’s purpose and the effect on the reader. 

Media unit: Howl’s Moving Castle 

Formative assessment: reading

Curriculum Information Term 2

Assessment information Term 2

Media unit: Howl’s Moving Castle (Part 2)

Students explore the process of adaptation and consider the relationship between Diana Wynne Jones’s book Howl’s Moving Castle and the Studio Ghibli animated adaptation. 

Key skills: reading for meaning; analysing the effect of word choices; exploring the writer’s purpose and the effect on the reader.

Media unit: Howl’s Moving Castle (Part 2)

Summative assessment: reading

Curriculum Information Term 1

Assessment information Term 1

Library lessons: 

Take place once per fortnight and are lessons with a reading-focus to improve students’ literacy. 

Students follow the Accelerate Reader course, from which they select from a range of texts appropriate to their reading age, and their progress is tracked. 

Students are expected to always have an appropriate reading book in their bags as part of their school equipment. 

Key skills: reading comprehension; vocabulary range.

Library lessons:

Accelerated Reader online quizzes – every half term a sat during library lessons.

Curriculum Information Term 2

Assessment information Term 2

Library lessons: 

See above.

Library lessons:

Accelerated Reader online quizzes – every half term a sat during library lessons.

Curriculum Information Term 1

Assessment information Term 1

Natural Hazards 

Plate tectonics, tectonic hazards, earthquakes, volcanoes, management and mitigation of hazards. 

Foundation for GCSE Natural Hazards topic.

Extended writing question on tsunami case study

End of unit- summative assessment of unit content 

Curriculum Information Term 2

Assessment information Term 2

• Global population 
• Demographics
• Transition model
• Population control

China’s one Child policy extended writing. 

Curriculum Information Term 1

Assessment information Term 1

Love Holidays

• Using past tense to describe what places were like in the past – using comparisons
• Using past tense to describe what you did on your holidays
• How did you travel to your holiday destination

Curriculum Information Term 2

Assessment information Term 2

Media

• Talking about film preferences
• Talking about reading preferences, using new adjectives

Discussing screen time using modal verbs

• Translation into English

Reading test

Curriculum Information Term 1

Assessment information Term 1

The Industrial Revolution

• Why was there an Industrial Revolution
• Working conditions in the Industrial Revolution – factories
• Working conditions in the Industrial Revolution – coal mines
• Significant individuals from the Industrial Revolution
• Victorian Public Health

‘Conditions in the factories were the worst part of C19th life’. How far do you agree?

Curriculum Information Term 2

Assessment information Term 2

Slavery and the American Civil War

• Transatlantic slave trade
• Life on a plantation
• Resistance movements
• Abolishment of slavery
• American Civil War

Who was the most important key individual to the abolishment of slavery?

Curriculum Information Term 1

Assessment information Term 1

• Resilience
• Cyber Security and Online Fraud
• Making Decisions
• Careers
• Discrimination
• E-Safety

There is no formal Assessment in Life Skills.

Work in Life Skills Booklets is monitored and checked for progress.

Curriculum Information Term 2

Assessment information Term 2

• Every Mind Matters (NHS)
• Dealing with Change
• Bullying
• Smoking
• Body Image
• Online Stress.
• Finances & Tax
• Climate Change

There is no formal Assessment in Life Skills.

Work in Life Skills Booklets is monitored and checked for progress.

Curriculum Information Term 1

Assessment information Term 1

Ratio and scale – understand and represent ratios, dividing in a given ratio, solving ratio problems when 1 part of the ratio is known, simplifying ratios, understanding the link between ratios and fractions, circumference of circle, gradients of lines (higher only)

Multiplicative change – direct proportion, conversion garphs, currency conversion, similar shapes, scale diagrams and maps

Multiplying and dividing fractions – multiply fractions by an integer, multiply two fractions, divide integers by fractions, divide two fractions, multiply and divide mixed numbers and algebraic fractions (higher only)

Curriculum Information Term 2

Assessment information Term 2

Working in the cartesian plane – coordinates in all four quadrants, lines parallel to the axes, plotting straight line graphs, linking graphs to direct proportion, non-linear graphs (higher only), finding the midpoint of a line segment (higher only) 

Representing data – scatter graphs, frequency tables, two-way tables, types of data

Tables and probability – construct a sample space for one or more events, find probabilities from a sample space, finding probabilities from two way tables and Venn diagrams, using the product rule for finding possible outcomes (higher only)

In class 45 minute non-calculator assessment to include:

Ratio and scale

Multiplicative change

Multiplying and dividing fractions

Working in the cartesian plane.

Curriculum Information Term 1

Assessment information Term 1

All About The Bass 

• Introduction to bass clef notation
• Learning about and performing bass riffs
• Learning about and performing walking bass lines
• Learning about and performing Alberti Bass lines
• Preparing a keyboard performance of Experience by Einaudi.

Baseline Assessment

Assessment to include music theory: bass clef notation, accidentals, treble clef notation, rhythm notation.

Performance assessment of piece of keyboard music.

Curriculum Information Term 2

Assessment information Term 2

Introduction to Film Music

• The following are explored through a combination of performance and composition exercises:
• Exploring how film composers use drone and ostinato
• Exploring how film composers use sequence as a technique to extend and develop their music
• Exploring what a leitmotif is in film music.
• Exploring the use of harmony in film music, especially dischord.
• How to extend, develop, adapt and modify musical ideas to sustain interest.

Students will compose  music for an extract from a film and be assessed on the outcome.

Curriculum Information Term 1

Assessment information Term 1

Curriculum Information Term 1

Assessment information Term 1

Teacher 1
Introduction to Science Careers

• Working Scientifically
• Types of scientific research and peer review
• Darwin’s finches and how to test a theory
• Moments and collecting data
• Types of levers
• Brownian motion
• Investigation skills

Teacher 2
Organisms 2

• Breathing
• Gas Exchange
• Disease and lifestyle
• Healthy diet
• Human digestive system

Weekly EDUCAKE homework throughout the year.
Always set on a Monday, Due in on Sunday
(NB One group will have 3 teachers instead of two and will spread the teacher 2 topics between them over 2 terms instead of 1 per term.  At Christmas, Easter and the summer this group will be in exactly the same position as the other groups and will do the same assessments)

Quick check – end of topic test
 

Curriculum Information Term 2

Assessment information Term 2

Teacher 1
Matter 2

• The Periodic Table
• Metals
• Non-metals
• Patterns in the Periodic Table
• Compounds
• Polymers, ceramics and composites

Teacher 2
Force 2

• Equilibrium
• Drag
• Stretch and compression
• Hooke’s Law
• Pressure
• Floating and sinking

Assessment on first 4 topics in year 8 plus any from year 7.





Quick check – end of topic test






Quick check – end of topic test

Curriculum Information Term 1

Assessment information Term 1

Mi insti – my school

Unit 6 – Students learn to discuss their school life. Elements include: what they study, describing the school environment, extracurricular activities.

Throughout the term students will also begin learning about life in Hispanic school and comparing it to English schools.

Curriculum Information Term 2

Assessment information Term 2

Dieta y salud – Diet and health
Unit 1 (book 2) - Students will learn to describe food and drink and give opinions on their likes and dislikes. They will then develop this vocabulary to discuss health, focussing on diet and exercise.

This module is ideal for discussing Hispanic food culture, students will have the opportunity to learn about Hispanic delicacies and try recipes out at home (optional). 

Assessment 1 – Photo card task – 4 sentences to be written about the photo (task mimicking GCSE).