Year 8
art
Curriculum Information Term 1 |
Assessment information Term 1 |
Baseline drawing assessment Topic: Insects We will look at a range of Art skills including: symmetrical drawing; mark making techniques; patterns |
Baseline assessment Mark making beetle |
Curriculum Information Term 2 |
Assessment information Term 2 |
Topic: Insects We will look at a range of Art skills including: sgraffito techniques; artist research and response; collage |
Sgraffito pattern design Artist collage response |
bELIEFS AND ETHICS
Curriculum Information Term 1 |
Assessment information Term 1 |
War, Peace and Justice
|
No formal assessment this term |
Curriculum Information Term 2 |
Assessment information Term 2 |
War, Peace and Justice
|
Capital punishment is always wrong. Discuss. |
Computer Science
Curriculum Information Term 1 |
Assessment information Term 1 |
eSafety Recap
Animation This unit will look at how we can use computers to animate and how to manipulate images. Eventually you will learn how to create an animated menu for a fast-food restaurant. |
Baseline assessment
Continuous assessment of progress using delivercomputing360.com. |
Curriculum Information Term 2 |
Assessment information Term 2 |
HTML (website creation) |
Continuous assessment of progress using delivercomputing360.com.
|
Design Technology
Curriculum Information Term 1 |
Assessment information Term 1 |
In Design Technology students will rotate around 4 subject areas and IT during the year. Students spend approximately 7 weeks in each subject area. They will be building on foundation skills learnt in Year 7 with a core focus on Design. 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 their line-bent HIPs casing. They will also be introduced to more advanced drawing techniques such as orthographic projection. Textiles: Students will be celebrating Food as Art, creating a textile case that includes a textile motif of their favourite food, using recycled/found fabric. Students are welcome to buy and bring any of their own fabrics they may have access to. They will also be challenged to “draw with scissors”, inspired by Henri Matisse’s cut-outs. They will cut out shapes and layer these 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 |
Repeated in term 2 |
Repeated in term 2 |
Drama
Curriculum Information Term 1 |
Assessment information Term 1 |
Fairy Tales
|
Mid Unit Assessment |
Curriculum Information Term 2 |
Assessment information Term 2 |
Darkwood Manor
|
Mid Unit Assessment |
English Language & Media
Curriculum Information Term 5 |
Assessment information Term 5 |
19th Century Non-FictionStudents will learn about the context of the changing world in the 19th century, which also feeds into their study of Gothic literature. They will explore a range of forms of writing including:
|
Formative: knowledge quiz, vocabulary test, and comprehension tasks.
Summative: knowledge quiz, vocabulary test, and comprehension tasks. |
Curriculum Information Term 6 |
Assessment information Term 6 |
19th Century Non-Fiction Students will learn about the context of the changing world in the 19th century, which also feeds into their study of Gothic literature. They will explore a range of forms of writing including:
|
Formative: knowledge quiz, vocabulary test, and comprehension tasks.
Summative: knowledge quiz, vocabulary test, and comprehension tasks.
|
English Literature
Curriculum Information Term 1 |
Assessment information Term 1 |
Gothic Fiction
Students will explore the context of 19th century Britain, through the lens of the gothic genre. They will look at a series of key extracts from across the gothic genre, including its influences on modern fiction. Students will also focus on effective descriptions, using the gothic extracts as a starting point for writing their own descriptions of settings.
|
Formative: written questions on comprehension and vocabulary. Short piece of descriptive writing.
Summative: comprehension questions & extended piece of descriptive writing. |
Curriculum Information Term 2 |
Assessment information Term 2 |
Gothic Fiction (continued) Students will explore the context of 19th century Britain, through the lens of the gothic genre. They will look at a series of key extracts from across the gothic genre, including its influences on modern fiction. Students will also focus on effective descriptions, using the gothic extracts as a starting point for writing their own descriptions of settings.
|
Formative: written questions on comprehension and vocabulary. Short piece of descriptive writing.
Summative: comprehension questions & extended piece of descriptive writing. |
Geography
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.
|
|
Curriculum Information Term 2 |
Assessment information Term 2 |
Global population
|
|
German
Curriculum Information Term 1 |
Assessment information Term 1 |
I love Holidays
What was the weather like on holiday |
Writing: Grammar gap fill |
Curriculum Information Term 2 |
Assessment information Term 2 |
Media
Discussing screen time using modal verbs |
|
Humanities
Curriculum Information Term 1 |
Assessment information Term 1 |
The Industrial Revolution
|
‘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 |
Who was the most important key individual to the abolishment of slavery?
|
Life Skills
Curriculum Information Term 1 |
Assessment information Term 1 |
Unit C1 Resilience Cyber Security and Fraud Making Decisions Social Engineering |
Life Skills is not assessed by grades, other than a baseline and final assessment to measure positive progress.
|
Curriculum Information Term 2 |
Assessment information Term 2 |
Unit C2 Every Mind Matters (NHS) Dealing with Change Bullying Smoking Body Image Online Stress Sleep Confidence Self Awareness |
Life Skills is not assessed by grades, other than a baseline and final assessment to measure positive progress.
|
Mathematics
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 |
Year 7 Summer term, ratio and scale |
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, finding the midpoint of a line segment |
In class 45 minute non-calculator assessment to include: |
Music
Curriculum Information Term 1 |
Assessment information Term 1 |
All About the Bass: bass clef notation, recapping treble clef notation, different types of bass lines, extended right hand technique on the keyboard, simple left hand accompaniments.
|
Notation test Practical keyboard assessment |
Curriculum Information Term 2 |
Assessment information Term 2 |
Complete Keyboard Performances
Film Music: uses of music in films. Musical devices used to create film music. Creating music for different scenes in films. Cue sheets
|
Final keyboard skills practical assessment. Bass clef notation test
Feedback on film music composition work. Listening exercises |
PE
Curriculum Information Term 1 |
Assessment information Term 1 |
Click on this link to view full details of the PE curriculum and assessment information *Plans of study on website for individual activities and rotation dates. | |
Trampolining - Boys Netball - Girls Rugby - Boys Badminton - Girls Interhouse Football *students will study two of these activities throughout their rotation. |
Verbal formative assessment of skills and knowledge, understanding and application in conditioned and competitive conditions. Completion of core task at beginning and end of block of work. |
Curriculum Information Term 2 |
Assessment information Term 2 |
|
Verbal formative assessment of skills and knowledge, understanding and application in conditioned and competitive conditions. Completion of core task at beginning and end of block of work. |
Science
Curriculum Information Term 1 |
Assessment information Term 1 |
Different science groups may have a slightly different rota through each term. This rota is based on a 3 teacher route. By the end of terms 2, 4 and 6 each group will have covered the same topics – more details are available on the science website.
Introduction to Science Careers
Organisms 2
|
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
Quick check – end of topic test
|
Curriculum Information Term 2 |
Assessment information Term 2 |
Matter 2
Force 2
|
Assessment from year 7 topics.
Quick check – end of topic test
Quick check – end of topic test |
Spanish
Curriculum Information Term 1 |
Assessment information Term 1 |
Recap of phonics. Using the present tense, opinions & instructional language to talk about school subjects, teachers, rules and facilities. Using high level structures to discuss what you would change. Using the 1st person preterite to say what you did at school the previous day/week. |
Cumulative scores from 5 vocabulary quizzes Writing: Four word question (FQ2) |
Curriculum Information Term 2 |
Assessment information Term 2 |
Recap of phonics. Using the present tense, opinions & instructional language to talk about school subjects, teachers, rules and facilities. Using high level structures to discuss what you would change. Using the 1st person preterite to say what you did at school the previous day/week. |
Cumulative scores from 5 vocabulary quizzes Reading/Grammar: Grammar gap fill questions |