Curriculum and Assessment Information for Parents and ......biology, chemistry and physics. Modules taught in Year 8 are: Food and nutrition Plants Breathing and respiration Unicellular

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Curriculum and Assessment

Information for

Parents and Carers

National Curriculum Year 8

2016-17

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Contents

Page

English 2

Maths 4

Science 5

Geography 6

History 8

Modern Foreign Languages – French 9

Modern Foreign Languages – Spanish 10

Modern Foreign Languages – German 11

Art & Design 12

Drama 13

Computing 14

Music 15

Physical Education 16

Religious Education 17

Practical Rotation Subjects:

Graphics

Textiles

Design Technology

Food & Nutrition

18

Personal, Social, Health and Emotional 21

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English In Year 8, the English schemes of work target students' speaking and listening, reading and writing skills in order to develop their consistency and accuracy in working towards the assessment objectives of the new GCSE English Language and English Literature courses.

Students have nine 60-minute lessons of English per fortnight in which they are encouraged to participate in a variety of ways to secure their learning. Students have the opportunity to read and study fiction and non-fiction texts, write in different styles and for different audiences and take part in discussions, presentations and role plays. Some highlights of Year 8 are the Readathon in Spring and the Speaking and Listening Competition in Summer Term. Homework is also very important in English. Students are expected to complete 30 minutes of homework each week to help secure their understanding and to encourage independent learning in preparation for their GCSEs.

Assessment During each scheme of work, the learning objectives are made clear to the students. They are regularly

involved in self and peer assessment and target setting. Students are awarded a National Curriculum level

for each unit of work, every half term.

Assessment Title Purpose Timing How to support your child

‘Animals’ Unit: Fiction Reading

To develop reading skills, including close examination of how writer’s use animals

as symbols to explore a wider range of issues

October 2016

Have a look at your child’s book and the homework they are being set.

Are students actively engaging with their homework tasks and booklets?

As your child about what they are reading and what they think about

the poems and extracts being studied in this unit.

‘Animals’ Unit: Non-Fiction Writing

To review written accuracy progression against

assessment objectives – particularly focusing on

adapting language in 21st Century mediums

December 2016

Discuss with your child how non-fiction writing has changed since

your own childhood – What do they think are the advantages and disadvantages of blogs, social

networking and online media in the 21st Century?

Reading Assessment based on a

comparison of two Shakespeare

speeches

To examine the use of rhetorical devices – how to speakers use techniques to influence their audiences

February 2017

Ask your child what they have learnt about the connections between

Shakespeare’s language and modern speeches. How do they link to the

last reading unit?

Speaking and Listening Unit

To promote independent research and presentation

skills. To encourage students to see the links between the

texts they study and the world they live in

April 2017 Ask your child how they are developing their presentation and

what their ideas are. Encourage rehearsal, perhaps ask to see their part in the presentation. After the

presentation, discuss how your child will improve their presenting skills

for the Speaking and Listening Competition.

Reading Assessment based on a novel

To review progression with reading assessment

May 2017 Perhaps compare work being completed now with work

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objectives and ability to respond to a novel, with a

particular focus on the social and political context of the

novel studied

completed earlier in the year and ask your child how they feel they have improved and what they are

doing differently now. Ask your child how the message of

the novel is relevant to modern life.

Writing Assessment using the novel as a

stimulus

To consolidate writing styles studied so far, and to

improve revision, planning and proof-reading

techniques so that students hand in the best piece of

work possible. Students will also sit a

formal exam in the hall for which they will have to

revise and prepare

June/July 2017

Ask your child how they are preparing for both of their assessments, the revision

techniques they are learning and how you can help.

Afterwards, ask your child what they felt the difference was between the

assessment in the hall and their usual assessments.

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Maths

Students have nine 60 minute periods of Mathematics per fortnight. The department scheme of work is designed to prepare pupils for the new GCSE specification that pupils will commence in Year 9 and targets grades 1-6 of the National Curriculum. Students are set according to ability. The students have access to number, algebra, shape, space and measures and data handling through a range of activities and texts.

In line with framework recommendations, mental work features heavily in lessons.

Assessment All students take termly tests and an end of year examination.


Autumn Assessment

To test understanding of the first terms work in

preparation for the baseline assessment

November 2016 Support with revision for the assessment

Spring Assessment To test understanding of the second terms work in

preparation for the baseline assessment

March 2017 Support with revision for the assessment

Baseline Assessment

To test understanding of KS3 in preparation for starting

GCSE Mathematics

June 2017 Support with revision for the baseline assessment

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Science

Students have seven 1 hour lessons per fortnight. Science is delivered as a balanced science course, covering biology, chemistry and physics. Modules taught in Year 8 are:

Food and nutrition Plants Breathing and respiration Unicellular organisms

Combustion The periodic table Metals Rocks

Fluids Light Energy transfers Earth and space

Students are taught using a range of styles including group work, research, practical-based and teacher-led discussion. They are taught in ability groups.

Assessment Students are assessed throughout the year on their work in the classroom, at home and through end of

topic testing.

Assessment Title

Purpose

Timing How to support your

child

30 minute tests at the end of each of the following topics:

Food, Combustion, Fluids, Plants, The periodic table,

Light, Unicellular organisms, Rocks, Earth and space.

To assess subject knowledge and

understanding of each topic, and to monitor pupil

progress. Results from these regular assessments are used to

inform any movements of pupils between sets (where

appropriate).

Throughout the year

Support with revision by helping your child to

access revision materials (could

purchase a revision guide) in an organised

way. Use topic resources being uploaded to

Firefly. One hour exam at the end of Block 3 (mock), covering the following topics: Breathing

and respiration, Metals and Energy transfers.

To assess subject knowledge and

understanding of each topic, and to monitor pupil

progress.

May 2017

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Geography The Geography Department is highly successful and prides itself in being able to build strong working relationships with the students to assist them to progress and achieve their full potential. In Geography pupils learn to be confident, responsible and resourceful thinkers. Students learn a wide range of geographical skills, knowledge and understanding by using many higher thinking skills which are fun to use and help students become better learners. Students are taught using exciting and innovative teaching strategies. They practice teamwork skills and learn in a style which best suits them. Students study is tailored to build the skill, knowledge and understanding required to enable them to reach the highest levels of attainment. The units studied in Year 8 are:-

* Development - Rich and Poor * Ecosystems * Rivers & Flooding * Geographical skill

Assessment During the year students are assessed in the units of study. Students/ Staff will assess against the grade

criteria which can be found in the front of their exercise book.


How lucky are we? (Exam)

To test students

understanding of the Human

Development Index (HDI),

Gross Domestic Product

(GDP) and development

indicators along with their

ability to read maps and

graphs.

October Research HDI and what a

low or high score means for

a country. Ensure students

can see maps to show HDI

on a worldwide scale and

can also complete scatter

graphs and lines of best fit.

Is Chinas growth sustainable?

(exam)

To test understanding of

Chinas location and physical

features. Along with how

Chinas development is only

benefiting some of its

people/environment.

December / January

Help students research the

different parts of china

(rural/urban). Look at

places such as the capital

city Beijing. Research the

problems in china such as

air and water pollution on

the environment.

How can we protect the coral reef or rainforest

ecosystems? (peer assessment)

To begin to make

recommendations to reduce

human impact.

February / April Look at rainforest or coral

reef ecosystems around the

world such as the Maldives

or the Amazon basin. See

what issues they face from

people and how they are

trying to reduce the impact.

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Rivers (field trip and controlled

assessment)

To complete data collection

out in the local environment

and produce a controlled

assessment in class to

develop skills needed at

GCSE.

June Ensure they attend the

fieldtrip and maybe make a

trip to the Ladybrook valley

to look at the river and

management in the area.

All work will be complete in

class.

Map skills To continue the drive to develop geographical skill

and exploration

End of year Get students looking at

maps, atlases, identifying

deserts, mountains, places

they have been to and/or

studied. Encourage

students to teach someone

at home how to do a grid

reference or measure

distance on a map.

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History

Students have two 60 minute periods of History during the two week timetable.

These topics are studied through a variety of methods including individual written tasks, group work, drama and class discussion. Through these methods students will learn the skills of causation, source handling, interpretation, change and continuity and specialist language.

Assessment During the year students will complete five targeted assessments, testing their competence in the Key Skills in History.

Assessment Title Purpos

e

Timing How to support your child

The Gunpowder

Plot

End of topic assessment

October 2016

Test them from the notes in their books

The English

Civil War

November 2016

French Revolution January 2017

How great was the British Empire?

May 2017

Industrial Revolution - cholera

End of year level

July 2017

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Modern Foreign Languages - French During Key Stage 3 we are seeking to develop the students' 4 skill areas listening, speaking, reading and writing in the language. The students' will cover 5 topic areas in Year 8, each lasting approximately 6 weeks. Assessment During the year, students are assessed in listening, speaking, reading and writing skills at the end of each module.

Module 1 T’es branché(e)?

To test: TV programs/films/reading/use of Internet/activities in different weather

November 2016

Support with revision from the vocabulary

list/homework on line/Memrise and

Duolingo apps

Module 2 Paris, je t’adore!

To test: Activities you can do in Paris/what you like/dislike doing/asking tourist information/perfect tense

January 2017



Duolingo apps

Module 3 Mon identité

To test: Personality/friendship/music tastes/clothes/near future tense/Perfect Tense/talking about different regions in France.

March 2017



Duolingo apps

Module 4 Chez moi, chez toi

To test: Where you would like to live/home descriptions /meals/food/forthcoming events/where you live

May 2017



Duolingo apps

Module 5 Quel talent?!

To test: Talent and ambitions/Must+Can/Imperative/ Personality descriptions

June 2017



Duolingo apps

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Modern Foreign Languages - Spanish During Key Stage 3 we are seeking to develop the students' 4 skill areas listening, speaking, reading and writing in the language. The students' will cover 3 topic areas in Year 8.

Assessment During the year, students are assessed in listening, speaking, reading and writing skills at the end of each module.


Module 1 Mis vacaciones

- Describing where I went on holiday

- Using the past tense - Saying what I did on

holiday - Giving opinions in the

past tense

December

Support with revision from the vocabulary list/homework on

line/Memrise and Duolingo apps

Module 2 Todo sobre mi vida

- Saying what I use my phone for

- Talking about the music I like

- Comparing TV shows - Describing what I did

yesterday

April Support with revision from the vocabulary list/homework on


Module 3 ¡A comer!

- Giving opinions about food

- Saying what I eat at different mealtimes

- Ordering a meal in a restaurant

- Saying what I ate in the past

- Describing what I am going to buy for a party (future

tense)

July



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Modern Foreign Languages - German During Key Stage 3 we are seeking to develop the students' 4 skill areas listening, speaking, reading and writing in the language. The students' will cover 5 topic areas in Year 8. Assessment During the year, students are assessed in listening, speaking, reading and writing skills at the end of each module.


Module 1 Mein Zuhause

To test: Types of homes

Name rooms and furniture Describing homes and rooms Using imperfect tense with

war and hatte.

October 2016



Module 2 Stadt und Land

To test: Give locations Give directions

Describe the weather Places in a town and transport

Food and drink Plans for holidays

December 2016



Module 3 Die Ferien

To test: Name holiday accommodation

Describe a holiday using the perfect tense (past)

Describe a winter and a summer holiday

February 2017



Module 4 Einkaufen und Essen

To test: Buying fruit and vegetables

Ordering in a café. Talking about different types of shops and spending pocket

money.

April 2017



Module 5 Nach der Schule

To test: Describing after school

activities. Giving preferences

Types of TV programme Describing a school trip

July 2017



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Art and Design

In Year 8, the Art department deliver a range of projects which fulfil all the requirements of the National Curriculum based on the theme of 'Pattern'. They experience a wider range of techniques and materials to that previously learnt, are encouraged to develop and refine their skills learned in Year 7 and make cross- curricular links with English, Science and Maths. Students have two 60 minute lessons over two weeks and work in mixed ability groups.

Assessment During each project students are encouraged to participate in group discussion about the work of various artists, to share thoughts and express opinions and to be open to new ideas. All class work, work in sketchbooks and homework is assessed on completion and constructive written and verbal feedback given to aid student progress.


Project 1 – Drawing To assess how much progress has been achieved throughout the project building upon that learnt in Year 7.

December 2016 Show an interest in the homework tasks set and support their completion on time.

Encourage your child to practice drawing and painting skills.

Ask your child to review the work they have produced throughout the year in their sketchbooks to consolidate knowledge and understanding.

Project 2 – Painting Easter 2017

Project - 3D July 2017

Exam Assess overall progress made throughout the

year.

June 2017

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Drama Students complete projects which develop skills and confidence in drama, providing a foundation for GCSE study. Students experience a range of techniques and styles to explore ideas and issues. They also gain experience and expertise in using the drama creatively to shape meaning and communicate effectively with an audience. Students have one 60 minute period of Drama per fortnight and work in mixed ability form groups. Assessment During each project students build skills in Making, Performing and Responding. Constructive feedback is given verbally. Practical tasks are assessed on completion. This information is used to create a personal series of steps towards achievement at GCSE. Targets are created from this to ensure students are at least in line with expected progress.

Assessment Title Purpose Timing How best to support

Project 1: Introduction to Musical Theatre

To build confidence in performing. To begin to

understand the conventions of Musical Theatre style. Foundational unit; not

assessed

October 2016

Discuss homework tasks, encourage attendance at Drama Clubs. Come to watch the school production

(Grease!)

Project 2: Mask Theatre

Use Trestle Theatre masks to develop

understanding of body language, focus and

communication

December 2016

Discuss the rules of the Mask. Discuss how masks are used in other settings.

Watch online videos of Mask performances.

Project 3: Commedia Dell’arte

To understand status and comedy, performing master

and servant roles.

February 2017 To watch Fawlty Towers and discuss the way Basil and Manuel create comedy. Research One Man, Two Guvnors play

(James Cordon).

Project 4: Physical Theatre

To develop use of movement to create impact and effect. To

understand how to use transitions

Easter 2017 Research Frantic Assembly and DV8 theatre companies. Watch physical theatre drama on You Tube.

Project 5: Matilda

To stage a scene from the play Matilda, exploring how design

enhances the impact of key scenes.

Summer 2017 Support with learning lines and discuss characterisation (e.g. exploring voice and

movement Support with creating a personal

design project.

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Computing

The Computing curriculum at Key Stage 3 follows the core elements of the previous ICT curriculum as well as encompassing new developments centred around computer science. Computing is taught as part of the technology rotation. Pupils experience each subject for approximately 8 weeks before moving onto the next. In addition to the rotation, pupils also receive a ‘core’ computing lesson every two weeks. Assessment During each unit, pupils are assessed on their knowledge and understanding. Informal assessments are carried out during each lesson and pupils track their progress via the schools learning platform. Formative assessments are carried out at the end of each unit. Assessments are based on three areas of study; Computer Systems, Computational Thinking and Programming Techniques. Computing – Rotation (8 weeks)


Graphical programming with Scratch

Develop and assess knowledge and understanding of programming techniques.

Various Scratch is a free software application that can be downloaded by visiting Firefly and clicking the download link within the Year 8 area.

Encourage your child to download Scratch and practice the coding tasks set out on Firefly.

Computing – Core


Networking and Communication – Web Technologies

A practical assessment to determine knowledge and understanding of networking technologies and the social impact of the Internet.

Autumn Encourage your child to use SAM learning, Firefly and W3Schools to consolidate classroom activities. Show an interest and support homework activities.

Computer Systems – Digital Technologies

A practical assessment to determine a level of understanding in both ICT and computing.

Spring

Encourage your child to use SAM learning, Firefly, CEOP and Think U Know to consolidate classroom activities.

Show an interest and support homework activities.

Computational Thinking – Algorithms and Data

A combination of practical and written assessments that assess knowledge and understanding of ‘Computational Thinking’ and the ability to use it when solving everyday problems.

Summer Encourage your child to use SAM learning, Firefly and BBC Bitesize to consolidate classroom activities.

Show an interest and support homework activities.

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Music Year 8 students receive two sixty minute lessons a fortnight of classroom music lessons and are taught within

mixed ability teaching groups.

Key Stage 3 music is assessed around the three main skills of Listening and Understanding, Performing and

Composing.

The Year 8 Curriculum continues to allow pupils to develop a love of music, increase their self-confidence and

explore their creativity.

Topics include ‘Patterns In Music’, ‘The Blues’, ‘The Classical Remix’, ‘Say it with lyrics’, ‘Rock n Roll music and

’Learning the Ukulele’. Within these schemes of work, pupils are able to perform, compose and listen to music

across a range of historical periods, genres and styles in line with National Curriculum recommendations.

Assessment

Students are assessed throughout the year using the new 1-9 criteria within each of the three main skill areas.


Half Term 1: Patterns in music.

To measure pupils progress on the keyboard by assessing popular pieces of music that use repeating patterns. To assess composing skills by completing a paired composition within a set structure.

End of half term 1

Support with the learning of specific music vocabulary used within the patterns topic. E.g sequence and ostinato.

Half Term 2: Blues performance and listening assessment

To measure pupils understanding of the blues by performing and improvising around a blues piece and completing a listening test

End of half term 2

Support with the learning of specific music vocabulary used within the blues topic. E.g scat singing, twelve bar blues.

Half Term 3: The Classical Remix

To assess pupils composing skills by creating a variation of the piece ‘Frere Jacques’.

End of half term 3

Support with learning subject specific vocabulary. Encouraging students to come in and practise their composition within the music department/practising at home.

Half Term 4: Say it with lyrics

To assess pupils lyric writing skills alongside group work skills needed for the performance of ‘The Streets of London’.

End of half term 4

Encouraging students to find and write about different songs that hold important messages including political, historical and cultural themes.

Half Term 5: Rock n Roll To assess pupils ability to perform within a new style of music alongside hearing new musical elements in a listening task.

End of half term 5

Encourage pupils to listen to Rock ‘n’ Roll music from 1950’s whilst identifying key vocabulary covered in lessons. To help support their ability to write about how society at the time impacted the music.

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Half Term 6: The Ukulele To assess how pupils have built on their skills in year 7 by performing on The Ukulele

End of half term 6

Encourage home performance on their own Ukulele at home where possible or to come in and practise at break/lunchtime.

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Physical Education

Students have four 60 minute lessons over the two week timetable

They are taught in either a single sex or mixed sex group

The PE programme offers a curriculum aimed at developing a range of skills in a variety of activities. Students are encouraged to evaluate their own and others' performance in an attempt to help them set targets in order that they might improve their performance. Pupils may experience a number of different roles within an activity including player/performer, official, timekeeper or coach.

Assessment During the year students are assessed during each module of work. They are given a grade for both effort and attainment; these grades form the basis of their final assessment at the end of the year.


End of unit

assessment

Pupils progress will be

assessed in their current

activity

Every 6 weeks

throughout the year

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Religious Education

The aim of Religious Education is to enable students to understand and reflect upon the religious and spiritual beliefs, practices, insights and experiences that are expressed in the universal search for meaning of life; and to provide opportunities for students to explore and express their own responses and personal beliefs. Progress in R.E. involves students both the process of learning about and knowledge of Christianity and other major world faiths.

Assessment During the year, students are assessed according to two attainment targets: 1) Learning about Religion 2) Learning from Religion.

These indicate the levels of knowledge the students are gaining about cultures and religions around the world and the level of self-development they are showing as they are exposed to these new ideas.


Ongoing assessment

though lessons

Comparison between

Hindu and Christian

ideas about God.

To keep track of student

progression throughout

the year.

To gauge levels early on

in Year 8 so that

teaching can be tailored

to ensure progress for

all students.

Ongoing October half-term

Help with homework tasks and ask about what they are doing in class.

Examination style

questions at the end

of Hinduism module.

To test understanding in

the topic of Hinduism in

a way that helps

students prepare for

GCSE RE.

February half-term Support with revision for the end of year examination

Examination style

questions at the end

of Buddhism module.

To test understanding in

the topic of Buddhism in

a way that helps

students prepare for

GCSE RE.

Summer term Support with revision for the end of year examination

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Practical Rotation Subjects

During Key Stage 3 students will complete design and make projects which aim to develop their increasing knowledge and understanding of techniques, tools and materials within each of the practical rotation subjects. This provides each student with the opportunity to work with a range of different materials and equipment throughout the year.

Areas covered:

Design Technology

Graphics

Textiles

Food & Nutrition

Design Technology All students spend their first two lessons learning about safety and how to risk assess in the workshop. They then proceed to develop practical skills via a design and make task. The work is then levelled on their Designing and Making.

Assessment Title

Purpose Timing How to support your child

Designing Pupils progress will be

assessed during the

design/make process

and on their retention

of key information

Half way through the

Design & Make Task

(week 4).

Ensure all homework is completed as it will form part of the ‘Design Task’ level and the basis of some questions on the end of module test.

Making

End of Module Test

At end of the module in a one hour test.

Graphics In year 8, students build upon their Photoshop experiences in year 7, and apply them to practical situations through the Urban Legends project.

Assessment Title Purpose Timing How best to

support

Ongoing assessment

through lessons- including

self assessment and peer

assessment.

To ensure that students have

a good understanding of the

tasks they are undertaking in

every lesson.

Ongoing Support with homework tasks.

Final assessment To provide a level at the end

of the rotation indicating

student progress.

At end of rotation

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Food and Nutrition In Year 8, the Food and Nutrition department will deliver 12, 1 hour lessons over an 8 week rotation. Lessons will be taught through theory and practical and will build upon skills taught in Year 7.

Pupils will complete practical lessons in the kitchen to produce a food product to take home. Areas covered throughout KS3 are:–

Diet and Lifestyle

Hygiene and Food safety

Food preparation and handling skills Food choices

Food labelling

Wise food shopping

Food Science

Theory work, practical work and homework’s are assessed on skills in the kitchen, knowledge and understanding. These are levelled at the end of the 8 week rotation.


Ongoing assessment through lessons- including self assessment and peer assessment. Practical outcomes

To ensure that students have a good understanding of the tasks they are undertaking in every lesson.

Ongoing in the 8 week rotation

Ensure all homework is completed as this can lead to supporting the following lesson. Encourage your child to try new foods and be creative in the kitchen. Support your child in the prepping and organising of ingredients for lessons.

Final assessment To provide a level at the end of the rotation indicating student progress.

At end of Year 8 rotation

At the end of Year 8 pupils will:–

Know that a variety of food is needed in the diet as different foods provide different nutrients required for health.

Understand and demonstrate the principles of cleaning, preventing cross contamination, chilling food, cooking food thoroughly and re heating food safely.

Understand some foods have a higher risk of food poisoning than others.

Understand that people eat or avoid certain foods according to religion, culture, ethical belief or personal choices.

Know that food is produced and sold in different ways, e.g. conventional and organic farming, fair trade.

Compare the cost of food when planning to eat out or cook at home.

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Textiles 12 x 1 hour lessons in Textiles over 9 weeks. Students continue to develop their practical skills during the Year 8 Textiles module and design and make a ‘Mini monster’ inspired applique cushion. They design for a ‘client’ and begin the project by researching existing cushions sold in stores and online. The design task encourages students to be creative and produce original abstract design ideas. Alongside their design work students learn new practical techniques to help decorate their work; these include embroidery stitches, applique and a range of other embellishments. Students develop their own personal style when designing and making and continually try to expand their knowledge and skills throughout the project. Assessm ent Students are assessed on their research, design ideas and making.


Applique cushion Assessment of: Research Designing, Planning Making Evaluation

At the end of the 9 week

project

Encourage your child to complete homework tasks to

support the work done in class.

Encourage your child to work creatively and imaginatively.

Ask your child to review the work they have produced throughout

the year to consolidate knowledge and understanding.

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Personal , Social, Health and Economic Education

All students have one 60 minute lesson per fortnight of Personal, Social, Health, Citizenship and Economic Education.

Year 8's have embarked on a program that encourages each student to develop opinions and knowledge centred around acquiring life-skills. They have been comparing and contrasting personal identities, investigating healthy lifestyles (including high risk activities) and discovering the changes that they face while passing through puberty.

During this year students have been encouraged to learn independently and develop generic skills to help them understand more about themselves and others in our community. Personal attitudes, values and opinions are developed in a variety of ways to help students make informed personal lifestyle decisions. Leadership, communication, teamwork and discussion skills are encouraged to develop, as is an awareness and tolerance of others and an understanding of different opinions.

Documents

Curriculum and Assessment Information for Parents and ......biology, chemistry and physics. Modules taught in Year 8 are: Food and nutrition Plants Breathing and respiration Unicellular