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A GUIDE TO THE CURRICULUM

YEAR 8

CHARLTON SCHOOL

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English Year Eight Curriculum in Brief Autumn Term

Whole text study: Of Mice and Men by John Steinbeck. Non-fiction reading and writing. Reintroduction to the Library and the Accelerated Reader programme.

Spring Term

Exploring Nineteenth-Century fiction and creative writing. Shakespeare: The Tempest

Summer Term

Extended poetry study: pre and post 1900 poems; Seminal World Literature; unseen poetry. Contemporary Drama: whole text study and scripting.

Providing an Environment in which All students can succeed, with Learning at the Heart of all we do

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Mathematics Pupils are taught in ability sets and the topics are differentiated to challenge all pupils and help them to make progress according to their ability.

Year 8 – Autumn Term • Whole numbers and decimals • Measures, perimeter and area • Expressions and formulae • Fractions, decimals and percentages • Angles and 2D shapes • Graphs • Case Study: Why do bikes have gears?

Year 8 – Spring Term • Decimal Calculations • Statistics • Transformations & Scale • Equations • Powers and roots • Case Study: Climate change

Year 8 – Summer Term • Constructions and Pythagoras • Sequences • 3D shape and trigonometry • Ratio and proportion • Probability • Case Study: The Golden Rectangle

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Science

Students are set in ten ability groups and study Biology, Chemistry and Physics units, each of about three weeks duration. Biology units: Health and lifestyle: a look at what makes a healthy diet, how the digestive system works and the effect of drugs, alcohol and smoking on the body and behaviour. Ecosystem processes: the importance of life processes such as photosynthesis, respiration and chemosynthesis and a look at food chains and how organisms interact in feeding relationships. Adaption and inheritance: organism competition, adaption, variation and inheritance as well as extinction of species. Chemistry units: Metals and acids: the reactions of metals with oxygen, water and acid, as well as how to extract metals and polymers. Separation techniques: how to use distillation, filtration, evaporation and chromatography to separate mixtures. Periodic table: the properties of metals and non-metals, as well as the comparison of group 1, 7 and 0 elements of the periodic table.

Physics units: Electricity and magnetism: current and voltage in series and parallel circuits. How electrical devices work. Energy: the properties and behaviour of light and sound, renewable energy resources and emerging technologies such as fuel cells. Forces, motion and pressure: pressure in solids, liquids and gases, as well as speed and drawing graphs to represent motion.

In all subjects the work is selected to be appropriate for the ability range of the students. Students work in planning, carrying out and analysing scientific investigations plays an important role in developing their understanding in Science. They are assessed after each unit and their progress is monitored against the expected progress for their ability. During the year there will be an opportunity for the students to purchase a Science Key Stage 3 Revision Guide. This is an excellent supplement to their classroom work and can be used when revising for end of unit tests and the end of Year 8 exam.

Further information If you require more information regarding KS3 Science please email Mrs Burrage (Head of Science): hannah.burrage@taw.org.uk or Miss Dowden (Head of KS3): harriet.dowden1@charlton.uk.com

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Modern Foreign Languages During Year 8 pupils continue with their chosen language of French or German. Pupils continue to develop the four skills of Listening, Speaking, Reading and Writing and an emphasis is placed on phonics and pronunciation. We aim to foster an interest in the language and culture of France or Germany as well as other countries where French or German is spoken. Grammar is introduced via a range of topics and at the end of Year 8, all pupils are well-placed to begin a GCSE course.

French German Media Holidays

A school trip Media Identity Health and fitness

House and home School trips Talents Going out

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Humanities At Key Stage 3 the Humanities department teaches History, Geography and Religious Education. Students receive two lessons of History, two lessons of Geography and one lesson of Religious Education each week. A different unit is delivered each half term. At the beginning of each unit students write the aims of the unit on an assessment sheet which they stick into their exercise books. Students complete one assessment each half term. Their work is leveled using the Humanities Steps to Success. These Steps are skills based and combine the National Curriculum subject skill criteria. The students’ assessment sheet is then completed. An assessment grade is added along with a teacher comment with advice on how to improve their work. A target is set for the next assessment. An Attitude to Learning mark is given which indicated the level of overall interest, pace and effort demonstrated by the student (1=good. 2=satisfactory. 3= unsatisfactory). Students have the opportunity to comment on their work in a student evaluation section. Classes are then ability based and students have the opportunity to progress through the classes depending on progress.

History Geography Religious Education

Unit 1 The Slave Trade Rivers and Coasts Mystery

Unit 2 The fight for suffrage Population and the USA The Scientific Challenge

Unit 3 World War 1 Weather and Climate Birth

Unit 4 Rise of Nazis Italy and the EU Initiation

Unit 5 World War 2 Earthquakes and Volcanoes Buddhism

Unit 6 Cold War Environment Leaders

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Art Mixed media is used to explore the work of others, developing skills in a variety of mediums. Card construction is sometimes group work and encompasses different types of construction using a glue gun and corrugated card. Clay introduction module involves a project where students use a range of modelling and building techniques such as thumb posts, coiling and slab making. General themes adhered to throughout Key Stage 3 are:- Natural Forms, Environments, Cultures, Events, Emotions, Flora and Fauna, Fantastic and Strange, the Abstract, Still-Life Within this framework the following formal elements are covered:- Tone, Colour, Texture, Constructions, Form, Shape, Pattern, Line ICT is used wherever possible. Extra Curricular Activities include:- An artist working with Key Stage 4 students Animation Club for Lower School Scenery painted by art students for school productions Costumes created for a Fashion Show Extra evening sessions for GCSE students Homework – Set on a fortnightly basis it covers a range of topics that reiterates work done in class.

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Dance Aims: For all Year 8 students to participate in Dance lessons For Dance lessons to be accessible To promote healthy lifestyle and well-being through exercise and being active To instil creativity through independent tasks To encourage performance opportunities To build confidence in performance and practical activities To develop knowledge on different styles To open up a vast array of opportunities and interests to students To appreciate different cultures through dance To develop physical, technical and expressive skills Modules: Through the decades- exploration of how dance has evolved through the years- performance unit. 1920’s, 70’s and 90’s Emancipation of Expressionism- through the use of GCSE set work EofE and the stimulus, students create their own version, using signature moves and developing in the way the choreographer did. Around the World- exploration of different cultures from around the world and how Dance fits into the lifestyle of 3 different place, Africa, Brazil and India. West Side Story- Use of West Side Story as a stimulus to evoke ideas on the topic ‘Conflict’. Use of props. Rock n Roll Dance- In partners, students explore the style of Rock n Roll through quick footwork and energetic routines. Use of partner lifts and contact. Assessments take place on the 5th lesson of their Dance rotation. They are graded on their Physical, Technical, Expressive and Creative skills. They all perform in groups and are filmed to be watched back and graded by the teacher.

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Drama AIMS

The overall aim for the year will be to build on and strengthen the skills learned in Year 7. There is an emphasis on creativity and developing ideas to a high standard in the Drama. Modules in Year 8 have strong social and humanistic themes. Personal Skills Learn to sustain concentration. Develop task completion skills. Learn to respond creativity to direction.

Linguistic and vocal skills. Improve improvisational skills and fluency of speech. Strengthen sense of audience. Develop vocal characterization. Learn to vary pitch, tone, pace and volume.

Physical Skills. Develop expressive face, hands and general movement. Characterization skills. Widen range of contrasting characters. Learn to sustain a role. Learn relationships with other characters.

Theatrical skills. Consolidate awareness of dramatic development, including multi-scene structures. Learn to identify key moments and dramatic moods.

Module Topics. Character, Context and Plot (Blood brothers) Audience & Performance Space (A Christmas Carol) Language and Expression (Macbeth) Genre, Performance Style & Convention (Fault-Scripted Plays)

Each lesson will have its own targets. Skills sessions will be targeted at specific skill acquisition.

Assessment All Year 8 students will be formally assessed at the end of each term. The teacher will make informal assessments throughout the year.

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Music African Styles: In this unit, students learn about: Revisit the Djembe Drums and continue to develop ensemble skills To use phonics to build up complex rhythm, To learn to play African songs on keyboards or tuned percussion To work in groups to produce a performance to include all of the above Keyboard Skills In this unit students will: Revisit reading skills and geography of the keyboard Improve their fluency and skill by learning to play simple melodies Will be taught to add left hand and add chords and backing to melodies. This unit is differentiated according to ability levels. Students who have keyboard lessons individually, will be asked to bring in their own music so that they can continue to make progress at their own level. Variations and Ground Bass: In this unit students will: Learn how composers make changes in music in order to create new pieces. Understand how to build up and adapt chords Learn about how a Ground Bass works Compose their own variations over a ground bass Take part in a group performance of Time Lapse, a piece of music written for film Blues: In this unit, students will Study the music that developed as a result of slavery Learn skills of music improvisation Learn to play the different parts of a Blues Song Take part in a performance of a Blues song playing one of the parts above Film Music– In this unit students will learn about: How music is used to create atmosphere and expectation Musical clichés, devices and conventions and their purpose in film music The psychological effect of music and how this can be used to manipulate emotional responses Composing music for a film extract Extension Unit Music Technology – In this unit students will learn about: Sibelius sequencing and composing software How to produce a score and realization of a composition created in the above units of work In addition to the above or as replacement to, students will be offered the opportunity to take part in whole class taster sessions, lasting half or full term in Guitar, Brass or Singing lessons. Students will also be listening and responding to music from a range of styles and cultures.

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Physical Education Skills Learnt in Physical Education Key Stage 3 Students are taught to refine and adapt their existing skills developing them into specific techniques that suit different activities and perform these with consistent control. In Year 8 students learn about the different roles involved in teams, together with leadership and communication skills. They are given opportunities to critically analyse and improve their own and others work. Students use research skills to learn about games from different cultures and role models from the sporting world. Areas of study include: Athletics, Rugby, Football, Basketball, Badminton, Handball, Netball, Cricket, Softball, Rounders, Danish Longball, Table Tennis, Volleyball, Games from different cultures, Fitness and Adventure Activities.

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Information and Communication Technology

Work in Year 8 fall into 4 projects. Each section is based around the students completing project work around a given topic. The projects are designed to develop student’s skills and confidence in various areas of ICT. Each project area the students will need to demonstrate their abilities in a variety of skill areas. This year we are introducing more group work. Project: - Promoting and Advertising an Event/Concert Students are asked to work in small groups, mini advertising companies. They are then given the details of the event/concert and asked to allocated jobs to each member of the group and organised their own workload. The groups have to create publicity material, tickets, Tshirt designs and mini radio jingles to promote the event. Once the work is completed, they will evaluate their work and make any changes needed. Project 2: - Internet Research Project Students are introduced to the project and are encouraged to work in small groups. They will select a controversial topic from a given list. They use a variety of sources to gather information and identify gaps in provision. They undertake surveys to help them make decisions about a range of activities. The students then create documents, spreadsheets and databases in preparation of opening a new youth club. They evaluate their solution. Project 3: - Modelling In this unit, pupils will use spreadsheet software to develop models. They will be introduced to techniques to enable them to create more complex models and to interrogate and analyse them. They will be shown how to generate random numbers to provide test data and to simulate events. They will then consider the purposes for which simulations and animations are used. Fourth Project: - Databases In this project students learn to develop, amend and search databases. They will also design and build their own database for a fantasy football team. They learn the fundamental elements of a database, tables, fields, and records and the need to use a range of strategies to ensure the accuracy of data. They explore the problems created through inaccurate data.

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Technology Technology at Charlton School is taught in an environment where students are given every opportunity to develop their design thinking in a wide range of areas. We have an enthusiastic team able to deliver a curriculum appropriate to all students, with the objective of the department focussed on raising each individual’s level of achievement and personal aspirations. We aim to keep ahead with state of the art, cutting edge technology, giving opportunities to all, meeting the technological demands of a high value design, manufacturing and production environment. Within Year 8 groups are mixed ability, with 6 sets in each half year to enable students to achieve their full potential. All schemes develop students further through a range of different design and make activities, where they are able to develop their practical skills, and their design thinking. Problem solving is evident, and more emphasis placed on developing their design thinking. ICT is used in many units of work for presentation purposes, or through tasks incorporating CAD software such as 2D Design and Electronic circuit simulation using ’Crocodile Technology.’ By the end of Year 8 students will have a good understanding of all media used in technology, and be ready to make a reasoned choice of Technology based subject areas for option choices in Year 9.

8.1 FOOD : POP-UP KITCHEN Students examine their own diets and learn about the government ‘Eat well Guide’ initiative looking at nutritionally balanced menus. Students study Health and Safety in the kitchen and food hygiene protocols, whilst cooking a variety of dishes. They then plan, prepare and adapt a range of dishes that meet the ‘Eatwell Guide.’ 8.2 TEXTILES : ALL THINGS BRITISH A further opportunity to improve textile skills (hand and machine stitching) with the output being a decorative cushion. Students make a nine square patchwork cushion cover, which they then embellish with stencilling and other embelishments based on the ‘All Things British’ theme. 8.3/4 RESISTANT MATERIALS WITH ELECTRONICS : AMPLIFIED ELECTRONICS Students consider the world of electronics and the requirement of electronic products in the world around us. What qualities does a successful product require to be accepted by the user and how does a designer then manufacture to these requirements. The outcome is an MP3 mono amplifier that is soldered and assembled with a PVC plastic shell and an MDF base unit using skills learnt in Resistant Materials and Electronics. 8.5 PRODUCT DESIGN : TIME DESIGN During this project students will be encouraged to investigate a range of material properties and manufacturing techniques. They will also further develop their designing and creativity skills looking at cultural influences to inspire their idea generation. Individual and team working skills will be put to the test throughout this project as students design and make a clock using three materials; mahogany, aluminium and acrylic. 8.6 GRAPHICS : TARGET THAT MARKET During this project students focus on branding, logos and target markets to produce a promotional product, which is either a mirror, key fob or fridge magnet. Students are introduced to the ‘Corel Draw’ graphics package where they learn the basic functions and tools needed.

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