YEAR 8

CURRICULUM INFORMATION

2018 – 2019

This document provides an overview of the work boys will be doing in Year 8. Some

pupils in this cohort will be facing the prospect of entry assessments for schools such

as:

Dulwich;

MTS;

Harrow;

Sevenoaks;

UCS: Waiting List;

Westminster: Waiting List;

St Paul’s Waiting List.

For others, they may be facing the challenge of academic, sport, art and music

scholarship assessments for schools such as:

Eton;

Aldenham;

Harrow;

St. Paul’s;

Westminster;

Shrewsbury;

Tonbridge;

King’s Canterbury;

Mill Hill.

For the majority, it may also be the need to pass Common Entrance at a suitable level

commensurate with their initial conditional offer or for setting purposes.

Advice has already been given to orientate pupils into the Summer holidays with a

proper sense of how they might use the summer wisely. We are hopeful that the

feedback on reports has also been helpful. Throughout the year, classes take place

and specialist help is provided, to help pupils meet these challenges with a sense of

confidence and, we hope, a continued sense of sense of the fun of learning. Please

contact the school if there is any area which is still concerning you or your son.

Throughout, we provide hyper-links to the relevant section of the target school’s

websites. See below for the links to the websites pertaining to the most likely

applications for our Y8 cohort.

http://www.iseb.co.uk/ (C.E. key syllabus website)

School Link to Admissions

ACS Cobham International School https://www.acs-schools.com/admissions-acs-cobham

Aldenham School https://aldenham.com/admissions

Ampleforth College https://www.ampleforth.org.uk/college/admissions

Bedales School https://www.bedales.org.uk/home/admissions

Belmont https://www.millhill.org.uk/belmont/admissions

Brighton College https://www.brightoncollege.org.uk/admissions

Cardinal Vaughan https://www.cvms.co.uk/Admissions

Charterhouse https://www.charterhouse.org.uk/admissions/welcome

City of London School https://www.cityoflondonschool.org.uk/apply/admissions

Dulwich College https://www.dulwich.org.uk/admissions

Eltham College https://www.elthamcollege.london/admissions

Eton College https://www.etoncollege.com/registration.aspx

Forest School https://www.forest.org.uk/senior-school/admissions/admissions-welcome

Harrow School https://www.harrowschool.org.uk/Admissions-Home

Haileybury https://www.haileybury.com/admissions/welcome

Highgate School https://www.highgateschool.org.uk/admissions

King's School Canterbury https://www.kings-school.co.uk/admissions/

King's College Wimbledon https://www.kcs.org.uk/admissions

Lancing College https://www.lancingcollege.co.uk/admissions

Latymer Upper School http://www.latymer-upper.org/admissions

Merchant Taylors' School https://www.mtsn.org.uk/admissions

Mill Hill School https://www.millhill.org.uk/admissions/

Northbridge House Canonbury https://www.northbridgehouse.com/senior-canonbury/admissions

Rugby School https://www.rugbyschool.co.uk/admissions/welcome

Sevenoaks School https://www.sevenoaksschool.org/admissions/introduction

Sherbourne School https://www.sherborne.org/admissions/welcome

Shrewsbury School https://www.shrewsbury.org.uk/admissions

St. Albans School https://www.st-albans.herts.sch.uk/about-us/admissions

St. Benedict's School https://www.stbenedicts.org.uk/admission-senior-school

St. Paul's https://www.stpaulsschool.org.uk/admissions

Stonyhurst https://www.stonyhurst.ac.uk/contact-admissions

Sylvia Young Theatre School http://www.syts.co.uk/page/?title=Admissions&pid=43

The American School in London https://www.asl.org/admissions

The Haberdashers' Aske's Boys' School https://www.habsboys.org.uk/Main-School-Admissions-Overview

The London Oratory School http://www.london-oratory.org/school-admissions/88.html

Tonbridge School https://www.tonbridge-school.co.uk/admissions

University College School https://www.ucs.org.uk/admissions

Westminster https://www.westminster.org.uk/admissions

Wetherby Senior School https://www.wetherbysenior.co.uk/admissions

Winchester College http://www.winchestercollege.org/admissions

Worth School http://www.worthschool.org.uk/admissions.php

Common Entrance English: Year 7 and 8 At St. Anthony’s, our overarching aim for Year 7&8 English is to promote high standards of language and literacy by equipping the boys with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. Our aims for Year 7 and 8 boys are for them to: • read easily, fluently and with good understanding; • develop the habit of reading widely and often, for both pleasure and information; • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic

conventions for reading, writing and spoken language; • appreciate our rich and varied literary heritage; • write clearly, accurately and coherently, adapting their language and style in and for a

range of contexts, purposes and audiences; • use discussion in order to learn; they should be able to elaborate and explain clearly

their understanding and ideas; • be competent in the arts of speaking and listening, making formal presentations,

demonstrating to others and participating in debate. Reading in Year 7 and Year 8: The boys will develop an appreciation and love of reading, and read increasingly challenging material independently through: • reading a wide range of fiction and non-fiction, including, in particular, whole books,

short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include high-quality works from English literature, both pre-1914 and contemporary, including prose, poetry and drama (examples of texts studied are: Sherlock Holmes, The Woman in Black, Lord of the Flies);

• Shakespeare – one play in depth throughout the 2 year course; • choosing and reading books independently for challenge, interest and enjoyment

(choice of literature text for CE); • re-reading books encountered earlier to increase familiarity with them and provide a

basis for making comparisons; Understand increasingly challenging texts through: • learning new vocabulary, relating it explicitly to known vocabulary and understanding

it with the help of context and dictionaries; • making inferences and referring to evidence in the text; • knowing the purpose, audience for and context of the writing and drawing on this

knowledge to support comprehension; • checking their understanding to make sure that what they have read makes sense. Read critically through: • knowing how language, including figurative language, vocabulary choice, grammar,

text structure and organisational features present meaning; • recognising a range of poetic conventions and understanding how these have been

used; • studying setting, plot, and characterisation, and the effects of these; • understanding how the work of dramatists is communicated effectively through

performance and how alternative staging allows for different interpretations of a play • making critical comparisons across texts; • studying a range of authors, including at least two authors in depth each year. Writing in Year 7 and Year 8: Boys will be taught to write accurately, fluently, effectively and at length for pleasure and information through:

• writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays stories, scripts, poetry and other imaginative writing;

• notes and polished scripts for talks and presentations; • a range of other narrative and non-narrative texts, including arguments, and personal

and formal letters; • summarising and organising material, and supporting ideas and arguments with any

necessary factual detail; • applying their growing knowledge of vocabulary, grammar and text structure to their

writing and selecting the appropriate form; • drawing on knowledge of literary and rhetorical devices from their reading and listening

to enhance the impact of their writing. Boys will plan, draft, edit and proof-read through: • considering how their writing reflects the audiences and purposes for which it was

intended; • amending the vocabulary, grammar and structure of their writing to improve its

coherence and overall effectiveness; • Paying attention to accurate grammar, punctuation and spelling; applying the spelling

patterns. Grammar and vocabulary The boys will be taught to consolidate and build on their knowledge of grammar and vocabulary through: • extending and applying their grammatical knowledge to analyse more challenging

texts; • studying the effectiveness and impact of the grammatical features of the texts they

read; • drawing on new vocabulary and grammatical constructions from their reading and

listening, and using these consciously in their writing and speech to achieve particular effects;

• knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English;

• using Standard English confidently in their own writing and speech. English (in association with Drama objectives): Spoken English Boys will be taught to speak confidently and effectively, including through: • using Standard English confidently in a range of formal and informal contexts, including

classroom discussion; • giving short speeches and presentations, expressing their own ideas and keeping to

the point; • participating in formal debates and structured discussions, summarising and/or

building on what has been said. • improvising, rehearsing and performing play scripts and poetry in order to generate

language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.

Scholars

In conjunction with the CE syllabus, scholars are stretched and prepared for the examination

papers of their chosen school. Weekly lessons take place before school: these are taken by

the HoD.

Mathematics Teachers strive to ensure that the school´s syllabus is delivered with the most suitable and varied resources available and seek ways to motivate boys to take responsibility for their learning appropriate to their age. Through robust written work with emphasis on good mathematical structure and presentation, regular exercise of mental skills and exciting online work adapted to each boy’s ability, the Mathematics department aims to prepare the boys for application of Mathematics wherever they may encounter it in everyday life whilst stimulating mathematical thinking and reasoning skills. We know that Mathematics is often perceived to be a difficult, theoretical pursuit, therefore we aim on the practical application of the subject and to make it accessible to all.

The Mathematics syllabus for Year 8 contains all topics listed in the 13+ ISEB Level 3 and CASE syllabus for Common Entrance and Common Academic Scholarship Examinations. Further to this, the school makes sure boys are prepared for the specific external examinations they sit which may vary slightly in topic content and character. An integral part of this preparation is actively encouraging boys to attempt to solve unfamiliar mathematical problems where they need to apply novel thought to synthesise what they may know, e.g.,. in the Junior Mathematics Challenge.

Furthermore, towards the end of their studies at St. Anthony’s, candidates are given the opportunity to explore in a basic way how Mathematics is applied within a host of professions: Finance and Banking, Business, Architecture, Medicine, Science, Engineering, Economics, Social Sciences and IT security. These studies may be enhanced by visits to the Bank of England and Bletchley Park.

The school makes available to boys an array of online resources. These include:

DrFrostMaths.com

MyMaths.co.uk

Kerboodle.com

Mangahigh.com

Mathsworkout.co.uk These serve both as a good introduction to a new topic and for consolidation when some learning has taken place. However, nothing replaces the effort put in grappling with mathematical problems using pencil and paper, expressing solutions in a clear and concise way. Other helpful maths websites include:

Mathsonline.org

Brainpop.com

Coolmath.com – lots of games, problems and puzzles

Thatquiz.org

bbc.co.uk/bitesize

SCHEME OF WORK – YEAR 8X CE – OVERVIEW

Te

rm

Week Unit Topic Reference

Review & Practice %

Completion

FA

MyR

MyP

MyC

SA

Ch

ris

tma

s 1

C01-05.09 A Whole numbers and decimals 3C-1

C02-10.09 B Measures, perimeter and area – CAT4 3C-2

C03-17.09 C Expressions and formulae – MidYIS 3C-3

C04-24.09 D Fractions, decimals and percentages 3C-4

C05-01.10 E Angles and 2D shapes 3C-5

C06-08.10 F Graphs 3C-6

C07-15.10 G, R BIDMAS – Assessment 8.1 3C-7 - A-G 7.1:

Half-term

Ch

ris

tma

s 2

C08-29.10 H Statistics 3C-8

C09-05.11 I Transformations and scale – Exam Week 3C-9

C10-12.11 J Equations – Mock examination 3C-10

C11-19.11 K Powers and roots 3C-11

C12-26.11 L Constructions and Pythagoras 3C-12

C13-03.12 M Sequences 3C-13

C14-10.12 N, R 3D shapes – Assessment 8.2 3C-14 H-N 7.2:

Christmas Holidays

Ea

ste

r 1

E01-08.01 O Ratio and proportion 3C-15

E02-14.01 P Probability 3C-16

E03-21.01 Q CE 13+ L3 Examination

E04-28.01 A, B Whole numbers and decimals, Geometry 3C-1-2

E05-04.02 C, D Expressions and formulae, Fractions, decimals, % 3C-3-4

E06-11.02 Q, R CE 13+ L3 Examination – Assessment 8.3 3B: O-L 7.3:

Half-term

Ea

ste

r 2

E07-25.02 E, F Angles and 2D shapes, Graphs 3C-5-6

E08-04.03 G, H BIDMAS, Statistics 3C-7-8

E09-11.03 I, J Transformations and scale, Equations 3C-9-10

E10-18.03 K, L Powers and roots, Constructions and Pythagoras 3C-11-12

E11-25.03 Q Exam Week: CE 13+ L3

E12-01.04 Q, R Feedback and improvement – Assessment 8.4 7.4:

Easter Holidays

Su

mm

er

1

S01-24.04 M, N Sequences, 3D shapes 3C-13-14

S02-29.04 W Junior Maths Challenge JMC

S03-06.05 O, P Ratio and proportion, Probability 3C-15-16

S04-13.05 R Revision 3C: A-P

S05-20.05 R Revision 3C: A-P MyA1 MyA2 MyA3 MyA4

Half-term

Su

mm

er

2

S06-03.06 Q CE Examination – CE 13+ L3 ISEB

S07-10.06 S Year 8 Post Examination Programme – Week 1 Booklet

S08-17.06 T Year 8 Post Examination Programme – Week 2 Booklet

S09-24.06 U Year 8 Post Examination Programme – Week 3 Booklet

S10-01.07 V St. Anthony’s Maths Marathon – PTM Booklet

All Y

ea

r

Weekly W Challenges Booklets

Weekly X Homework Booklets

Weekly Y Mental Arithmetic S&S

Weekly Z Glossary & Spelling Log Booklet

SCHEMES OF WORK – YEAR 8Y CE – OVERVIEW

Te

rm

Week Unit Topic Reference

Review & Practice %

Completion

FA

MyR

MyP

MyC

SA

Ch

ris

tma

s 1

C01-05.09 R Warm-up

C02-10.09 A Whole numbers and decimals – CAT4 3B-1

C03-17.09 A Whole numbers and decimals – MidYIS 3B-1

C04-24.09 B Measures, perimeter and area 3B-2

C05-01.10 B Measures, perimeter and area 3B-2

C06-08.10 C Expressions and formulae 3B-3

C07-15.10 R Revision – Assessment 8.1 – PUMA Autumn 9 3C: A-C 7.1: PUM

A

Half-term

Ch

ris

tma

s 2

C08-29.10 D Fractions, decimals and percentages 3B-4

C09-05.11 D Fractions, decimals and percentages 3B-4

C10-12.11 E Angles and 2D shapes 3B-5

C11-19.11 E Angles and 2D shapes 3B-5

C12-26.11 F Graphs 3B-6

C13-03.12 F Graphs 3B-6

C14-10.12 R Revision – Assessment 8.2 3B: D-F 7.2:

Christmas Holidays

Ea

ste

r 1

E01-08.01 G Decimal calculations 3B-7

E02-14.01 H Statistics 3B-8

E03-21.01 H Statistics 3B-8

E04-28.01 I Transformations and scale 3B-9

E05-04.02 J Equations 3B-10

E06-11.02 R Revision – Assessment 8.3 – PUMA Spring 9 3B: G-J 7.3: PUM

A

Half-term

Ea

ste

r 2

E07-25.02 K Powers and roots 3B-11

E08-04.03 L Constructions and Pythagoras 3B-12

E09-11.03 L Constructions and Pythagoras 3B-12

E10-18.03 M Sequences 3B-13

E11-25.03 N 3D shapes – Mock Examination 3B-14

E12-01.04 R Revision – Assessment 8.4 3B: K-N 7.4:

Easter Holidays

Su

mm

er

1

S01-24.04 O Ratio and proportion 3B-15

S02-29.04 O - W Ratio and proportion – Junior Maths Challenge 3B-15 JMC

S03-06.05 P Probability 3B-16

S04-13.05 P Probability 3B-16

S05-20.05 R Revision – PUMA Summer 9 3B: A-P MyA1 MyA2 MyA3 MyA4 PUMA

Half-term

Su

mm

er

2

S06-03.06 Q CE Examination – CE 13+ L2/L3 ISEB

S07-10.06 S Year 8 Post Examination Programme – Week 1 Booklet

S08-17.06 T Year 8 Post Examination Programme – Week 2 Booklet

S09-24.06 U Year 8 Post Examination Programme – Week 3 Booklet

S10-01.07 V St. Anthony’s Maths Marathon Booklet

All Y

ea

r

Weekly W Challenges Booklets

Weekly X Homework Booklets

Weekly Y Mental Arithmetic S&S

Weekly Z Glossary Booklet

SCHEME OF WORK – YEAR 8 MTS – OVERVIEW

Te

rm

Week Unit Topic Reference

Review & Practice %

Completion

FA

MyR

MyP

MyC

SA

Ch

ris

tma

s 1

C01-05.09 A Whole numbers and decimals 3C-1

C02-10.09 B Measures, perimeter and area – CAT4 3C-2

C03-17.09 C Expressions and formulae – MidYIS 3C-3

C04-24.09 D Fractions, decimals and percentages 3C-4

C05-01.10 E Angles and 2D shapes 3C-5

C06-08.10 F Graphs 3C-6

C07-15.10 G BIDMAS – Assessment 8.1 3C-7 A-G 8.1: PUM

A

Half-term

Ch

ris

tma

s 2

C08-29.10 H Statistics 3C-8

C09-05.11 I Transformations and scale – Exam Week 3C-9

C10-12.11 J Equations – Mock examination 3C-10

C11-19.11 K Powers and roots 3C-11

C12-26.11 L Constructions 3C-12

C13-03.12 M Sequences 3C-13

C14-10.12 N 3D shapes – Assessment 8.2 3C-14 H-N 8.2:

Christmas Holidays

Ea

ste

r 1

E01-08.01 O Ratio and proportion 3C-15

E02-14.01 P Probability 3C-16

E03-21.01 Q MTS Examination

E04-28.01 L Pythagoras 3C-12

E05-04.02 L Pythagoras 3C-12

E06-11.02 R Revision – Assessment 8.3 3B: O-L 8.3: PUM

A

Half-term

Ea

ste

r 2

E07-25.02 N Trigonometry 3C-14

E08-04.03 N Trigonometry 3C-14

E09-11.03 S Mathematics in the professions – Economics Booklet

E10-18.03 S Mathematics in the professions – Sciences Booklet

E11-25.03 S Mathematics in the professions – Engineering Booklet

E12-01.04 R Revision – Assessment 8.4 3B: A-P 8.4:

Easter Holidays

Su

mm

er

1

S01-24.04 S Mathematics in the professions – Medicine Booklet

S02-29.04 S - W Mathematics in the professions – IT – JMC Booklet JMC

S03-06.05 T Codes and codebreaking Booklet

S04-13.05 T Codes and codebreaking Booklet

S05-20.05 T Codes and codebreaking Booklet PUMA

Half-term

Su

mm

er

2

S06-03.06 Welcome to Year 8 – Booklet for Year 7

S07-10.06 U Year 8 Post Examination Programme – Week 1 Booklet

S08-17.06 U Year 8 Post Examination Programme – Week 2 Booklet

S09-24.06 U Year 8 Post Examination Programme – Week 3 Booklet

S10-01.07 V St. Anthony’s Maths Marathon Booklet

All Y

ea

r

Weekly W Challenges Booklets

Weekly X Homework Booklets

Weekly Y Mental Arithmetic S&S

Weekly Z Glossary Booklet

SCHEME OF WORK – YEAR 8 SCHOLARSHIP – OVERVIEW

Te

rm

Week Unit Topic Reference Review & Practice %

Completion

FA

MyR

MyP

MyC

SA

Ch

ris

tma

s 1

C01-05.09 A Whole numbers and decimals 3C-1

C02-10.09 B Measures, perimeter and area – CAT4 3C-2

C03-17.09 C Expressions and formulae – MidYIS 3C-3

C04-24.09 D Fractions, decimals and percentages 3C-4

C05-01.10 E Angles and 2D shapes 3C-5

C06-08.10 F Graphs 3C-6

C07-15.10 G, R BIDMAS – Assessment 8.1 3C-7 - A-G 7.1:

Half-term

Ch

ris

tma

s 2

C08-29.10 H Statistics 3C-8

C09-05.11 I Transformations and scale – Exam Week 3C-9

C10-12.11 J Equations – Mock examination 3C-10

C11-19.11 K Powers and roots 3C-11

C12-26.11 L Constructions 3C-12

C13-03.12 M Sequences 3C-13 CD L3 NC

CD L3 C CASE

C14-10.12 N, R 3D shapes – Assessment 8.2 3C-14 H-N 7.2:

Christmas Holidays

Ea

ste

r 1

E01-08.01 O Ratio and proportion 3C-15

E02-14.01 P Probability 3C-16

E03-21.01 Q CASE Examination ISEB CASE

E04-28.01 S CASE Papers ISEB CASE

E05-04.02 S St. Paul’s Papers SPS

E06-11.02 S St. Paul’s Papers SPS 7.3:

Half-term

Ea

ste

r 2

E07-25.02 S Eton Papers EC

E08-04.03 S Eton Papers EC

E09-11.03 S Westminster Challenge WS

E10-18.03 S Westminster Challenge WS

E11-25.03 Q Mock Examination SPS

E12-01.04 Q Feedback and improvement 7.4:

Easter Holidays

Su

mm

er

1

S01-24.04 S Revision – Scholarship papers

S02-29.04 Q - W Scholarship Examination – Junior Maths Challenge JMC

S03-06.05 T Codes and codebreaking Booklet

S04-13.05 T Codes and codebreaking Booklet

S05-20.05 T Codes and codebreaking Booklet

Half-term

Su

mm

er

2

S06-03.06 Welcome to Year 8 – Booklet for Year 7 ISEB

S07-10.06 U Year 8 Post Examination Programme – Week 1 Booklet

S08-17.06 U Year 8 Post Examination Programme – Week 2 Booklet

S09-24.06 U Year 8 Post Examination Programme – Week 3 Booklet

S10-01.07 V St. Anthony’s Maths Marathon Booklet

All Y

ea

r

Weekly W Challenges Booklets

Weekly X Homework Booklets

Weekly Y Mental Arithmetic S&S

Weekly Z Glossary Booklet

Science

In Year 8, pupils continue to develop their knowledge, skills and understanding in the

disciplines of Biology, Chemistry and Physics while moving towards their 13+ examinations.

A significant portion of the year is spent going over practice papers and revising topics covered

in Key Stages 2 and 3. Pupils follow the Independent Schools Examination Board (ISEB)

curriculum for science, the content of which is divided into theme-based topics.

The topics for Year 8 are:

Food and Nutrition;

Plants and Their Reproduction;

Breathing and Respiration;

Unicellular Organisms;

Combustion;

The Periodic Table;

Metals and Their Uses;

Rocks;

Fluids

Light;

Energy Transfers;

Earth and Space;

Topics are covered in a hands-on and investigative manner throughout the school. Pupils in

Years 7 and 8 are expected to move on to higher-level investigative skills, including:

• understanding the power and limitations of science and potential ethical questions and

debates;

• considering the validity of experimental results in terms of fair testing;

• using scientific theories, models and explanations to develop hypotheses;

• planning investigations to make observations and to test hypotheses, including identifying

variables as independent, dependent or control, and measure and consider other factors

which need to be taken into account when collecting evidence

• using knowledge of techniques, apparatus, and materials, during fieldwork and laboratory

work, selecting those that are appropriate to the investigation, and using them

appropriately, adapting apparatus and strategy flexibly when problems arise and paying

attention to health and safety;

• measuring and manipulating concentrations;

• representing random distribution of results and estimate uncertainty; interpreting

observations and data, including identifying patterns and trends and using observations,

measurements and data to make inferences and draw conclusions;

• evaluating data critically, showing awareness of potential sources of random variations

and systematic errors, and suggesting improvements

• communicating the scientific rationale for the investigation and the methods used, giving

accounts of findings, reasoned explanation of data in relation to hypotheses and reasoned

conclusions through written reports and electronic presentations.

Useful websites:

https://www.bbc.co.uk/education/subjects

https://quizlet.com

FRENCH

The Grammar covered in Year 8 finishes the Common Entrance syllabus. There is

significantly more practice of past papers across the skill areas of Listening, Reading

and Writing, and the pupils will complete their preparation for the oral topics for the

final French Speaking Exam. Pupils will continue to have one hour per week of oral

lessons with the native French-speaking Assistante whereby all activities will support

the curriculum and will enrich through cultural themes.

Pupils will have a series of mock examinations including several mock oral tests

building their confidence in role-plays and free conversation.

For pupils applying to destination schools, specific provision and direction will be

given. New grammar items can be introduced at the pace of the group or to individuals

for use or for recognition purposes.

Pupils will have online access to VocabExpress to support their vocabulary learning

and topic work. Regular homework tasks will continue to play an important part of the

learning cycle.

A variety of resources will be used. There will be much attention given to revision and

examination technique.

Useful websites:

https://www.bbc.co.uk/education/subjects

http://www.languagesonline.org.uk

https://www.quia.com/shared/french

http://www.verb2verbe.com

https://www.vocabexpress.com

Term 1 Term 2 Term 3

Y8

CE Oral Topics (Family, Free time, Home, School)

Revision of 3 tenses

Topic & Role-Play practice Writing skills

Listening & Reading Comprehension practice Pronouns The Negative

CE past papers

Revision

Latin Boys will have 2 classes of 60 minutes per week. Following on from Year 7, the upper set will complete the CE level 2 in the Christmas term, covering: Comparative and superlative of adjectives in us and er, the pluperfect tense; 3rd declension nouns with ium in genitive plural; postquam, antequam, quamquam; possum; nemo and nihil; nonne, num? solus, unus; comparative and superlative of bonus, malus and multus; is, ea, id; positive, comparative and superlative of 3rd declension adjectives: tristis, ingens; formation of adverbs; comparative and superlative of adverbs; review of commands and prohibitions; eo and compounds; numbers 11-20; use of the reflexive se. The boys work through a set of CE level 2 practice papers before sitting a past paper towards the end of the term. They will then start to read The Odyssey in Basic Latin, a Level 2 reader that encourages reading fluency and broadens vocabulary. In the Easter term, this set moves on to Latin for CE Level 3 and Scholarship. Chapters 1-12 cover the Level 3 syllabus: Present, imperfect, future, perfect and pluperfect tenses of the passive voice; 5th declension; time and place; volo & nolo; fero; totus; relative pronouns and clauses; idem; celer; alius; ipse; dum; past participle passive; present participle active; imperfect subjunctive, active and passive; purpose clauses and indirect commands Any boys wishing to sit the Common Academic Scholarship, or a senior school scholarship exam will need to complete the following prescribed scholarship syllabus which is covered in Chapters 13-19 of Latin for CE Level 3 and Scholarship: Ablative absolute; present infinitive passive; deponent verbs; 4th declension nouns; indirect statements; perfect infinitive, active and passive; pluperfect subjunctive, active and passive; cum + imperfect subjunctive. It is important to recognize that the Latin Scholarship papers for Westminster, Eton and Winchester are so composed to allow boys to show their ability and sustained commitment to the subject. Success in these highly competitive exams requires not only mastery of the core grammar and vocabulary but also familiarity of a range of Latin authors through selected passages of prose. To encourage elementary prose composition, the Copa Latina is awarded annually to the boy who makes the best effort in translating into Latin a passage of English based on the story of the Odyssey. The boys in the lower set will revise and consolidate the CE Level 1 syllabus by working their way through The Odyssey in Very Basic Latin by Fred Pragnell. This reader, along with the sets of exercises, has the triple aim of improving reading fluency, preparing the boys to answer questions in the CE grammar section and providing the opportunity to revise the story of the Odyssey introduced in Year 6.

GEOGRAPHY

Christmas Term

Rivers and Coasts

Coursework write up, commences at the beginning of Year 8 (whole Christmas term).

Boys are given guided time to write up and explore the deeper theory behind river

dynamics for the Common Entrance coursework. This period also allows some

individual’s time to develop their ICT skills.

Transport and Industry

i).the value of transport routes for people and industry

ii).the principal modes of transport today – road, rail, sea and air – together with their impact on the environment iii).employment structure: the different types (sectors) of economic activity (learn

definitions and examples)

Globalisation, Multinationals in developing countries & effects on

economy/wages/price of good e.g. Case Study: Nike in Indonesia: PT Kukdong or

Coke in India

iv).how economic activities operate in contrasting locations

v).how economic development can be made sustainable

Case Study: High Speed 2, a planned rail route in the UK

Easter/Summer Terms

OS Map Skills

i. Revision of all practical skills ii. Links to economic activities, settlement and environmental issues iii. Orientation and use of maps in the field.

Population and Settlement

How and why attempts are made to plan and manage environmentally sensitive areas

e.g. The Olympic Park Village. This includes ideas of conservation and sustainable

development. Why and how The Olympic Park Village is being managed and the

effects (both positive and negative) of this management both on people and the

environment.

Revision

a. Revision of all main topics from Year 6 to Year 8 b. Completion of past papers.

Common Entrance Case studies

Suggested websites

http://www.weatherstations.co.uk/vue_main.htm

OS website activities (www.mapzone.co.uk)

http://digimapforschools.edina.ac.uk/

http://www.metlink.org/pdf/teachers/simple_weather_instruments.pdf

http://www.weatherforschools.me.uk/html/clouds.html

Topic Specific reason

for the case study

Case study

location and

date

Developing or

Developed

Key points and key terms

Weather and

Climate

No Case study

needed!

No Case study

needed!

No Case study

needed!

Earthquakes

and Volcanoes

Volcanic eruption Eyjafjallajokull

eruptions 2010

Developed

The nature, causes, environmental and human effects, and human responses.

Earthquakes

and Volcanoes

Volcanic eruption

Mount Merapi

(Indonesia)

2010

Developing The nature, causes, environmental and human effects, and human responses.

Earthquakes

and Volcanoes

Earthquake Kobe

earthquake

1995

Nepal Disaster

2015

Developed

Developing

Developing

The nature, causes, environmental and human effects, and human responses.

Rivers and

coasts

Flooding Boscastle

Floods 2004

Developed The causes and effects of and responses to Boscastle Floods i.e. physical and human causes, the human, economic and environmental impact and ways of reducing the risks.

Transport and

Industry

Example of

economic activity

HS2 planned

project

Developed The benefits and problems (including environmental) which this activity brings to the areas.

Industry Example of

Trans/Multi

National Company

Nike in

Indonesia:

PT Kukdong

Globalisation

Developing

Reasons for the location e.g. natural resources/raw materials, site, labour, power source, market, transport, their inputs, throughputs, outputs and linkages.

Population and

Settlement

Housing project

developed in an

environmentally

sensitive way

Queen Elizabeth

Olympic Park in

east London

2012

Developed The management of a completed housing project developed in an environmentally sensitive way.

BBC clip of Google office in Zurich www.news.bbc.co.uk/1/hi/7290322.stm

Google Earth

www.primaryresources.co.uk Suggested reading list Geography for Common Entrance Third Edition Geography for Common Entrance 13+ Revision Guide Geography for Common Entrance: Physical Geography Geography for Common Entrance: Human Geography Geography for Common Entrance 13+ Exam Practice Questions Geography for Common Entrance 13+ Exam Practice Answers Scholarship prep We pride ourselves in ensuring that boys are not only prepared for the challenge of the Common Entrance examinations but also enjoy the journey. I work with scholars to devise individual targets to enable them improve on their performances. I keep abreast of the changing transfer practices of senior schools. Boys sit for demanding papers which at times approach KS4 levels of difficulty and applied thinking; with them I hit the books ardently from the outset. I concentrate on the minutiae of the revision plan. Regardless of the scholarly approach to outstanding academic success, I combine knowledge, strategy and nerve by going through a rigorous revision exercise to grasp the essentials, expand the glossary terms and explaining in more depth.

Clinics

These play their part and are offered before school starts (8 – 9am) or after school (4-

5pm) for boys who would like further help with their CE studies e.g. academic

scholarship. Clinic timetables are:

a. Tuesdays, Scholarship Geography in Mathematics room at 8-9am

b. Thursdays, catch up Geography (to boys who are behind) in 80 at 8-9am

c. Fridays, Merchant Taylors’ School (MTS) sessions in the 8O at 8-9am

History

In Year 8, we continue the Common Entrance Course studying the period known as the Making of the United Kingdom: 1485-1750. We begin by completing the Tudors, picking up from where the course left off the previous year. We then move on to James I, teaching the Stuarts chronologically.

Much of the focus is on political/dynastic history. However, we also study the social structures of Tudor/Stuart England, looking at different classes and the lives that they led. We also undertake a study of the impact of economic changes and crises for example the issue of poverty in Elizabethan England and the new Poor Law.

Nobody can form intelligent judgements about this period without an understanding of the religious issues. We look at the opposition to the Elizabethan Settlement and the Church of England from both the Catholics and the Puritans. As a Catholic school, it is of particular importance to study the persecution of Catholics in England from 1603: one of the earliest of these topics is examining the persecution of Catholics surrounding the Gunpowder Plot.

Each cohort undertakes a topic each year that we study in greater depth, selected by the exam board. For the current Year 8, this is: The Plague and Fire of London 1665-1666.

Materials

Resources include the use of several textbooks; the main textbook used is The Making of the UK by Hodder. Pupils will also be given a booklet in the Summer Term, tailored each year for revision purposes and to supplement the textbook, exercise book and independent revision, in preparation for the end of year examination. We also use a great deal of visual material, including portraits, contemporary drawings and paintings. Pupils also demonstrably show greater progress with the addition of documentaries, and films (enacted recreations of historical events) and are encouraged to watch specific ones at home at certain points in the year. The suggested revision book is: History for Common Entrance 13+ Revision Guide (Galore Park Common Entrance/13+)

Aims:

To help pupils develop historical knowledge, to engage with and develop a keen

understanding of the broad narrative themes of the periods studied and conceptual

understanding. We provide rigorous courses, which teach pupils the Common

Entrance course through a clear chronological and narrative framework. Clearly,

pupils need to develop a body of factual knowledge. That said, to succeed in the

essay part of the examination the focus is more upon depth of knowledge rather than

breadth.

They also need to be taught how historians think about the past and what concepts

are used. For example, concepts such as long term and short term causation are

taught. Evidence is examined and pupils are taught to think about evidence and to

ask themselves how we know about the past. They are taught to find evidence in a

wealth of sources and to appreciate the fact that we learn history from much more

than books, for example, buildings, paintings, plays, poems and so much more.

Pupils are given the opportunity to evaluate evidence and to look at such concepts

as bias and objectivity.

Resources:

https://www.historic-uk.com/HistoryMagazine/DestinationsUK/LondonPlaguePits/

https://www.rmg.co.uk/discover/explore/great-plague-numbers

https://www.rmg.co.uk/discover/explore/great-fire-numbers

http://www.bbc.co.uk/bitesize/ks3/history/tudors_stuarts/

http://www.bbc.co.uk/history/british/civil_war_revolution/

http://www.nationalarchives.gov.uk/henryviii/

Use the search button on the National Archives website to find out about lots of the

topics covered in Year 7 and 8. Of particular interest are the numerous primary

sources from the period, for example:

http://www.nationalarchives.gov.uk/education/res

http://www.nationalarchives.gov.uk/education/resources/great-plague/ources/great-

plague/

British political topics, eg: http://www.britpolitics.co.uk/causes-of-the-civil-war

The History Learning Site is great for revising and researching many topics, for

example: https://www.historylearningsite.co.uk/stuart-england/london-and-

the-great-plague-of-1665/

https://www.bbc.com/bitesize/topics/zynp34j

Documentaries:

David Starkey’s Monarchy to study the later Tudors and Stuarts.

Simon Schama’s A History of Britain (episodes relevant cover The later Tudors

and Stuarts)

Please always keep an eye on whatever the BBC is producing at present on

BBCiplayer by checking the Documentaries and History section. Good ones last year

included Elizabeth Is Secret Agents and The Stuarts by Dr Clare Jackson.

Art and Design Technology

Year 8 Artists, Engineers and Designers, will study a wide breadth of creative

disciplines.

Autumn: VEX IQ Project

-Building upon their Y7 work with VEX IQ.

-Designing, constructing and programming robots.

-Keeping an engineering notebook to record the development process.

-Working effectively as a team to compete against other school’s robots.

Easter: Chain Reaction project

-Studying the 6 simple machines which form the basis of all mechanical engineering

systems.

-Constructing a system of 6 simple machines which pop a balloon .

New this year: Students will be able to use their Autumn robots in this system too!

Self-directed Art project

-Pursuing an Art project of their choice.

N.B. Projects will need to extend the student’s existing knowledge and be discussed with

Oliver as they progress.

ICT/Computing

Computer Science at St Anthony’s aims to bring coding and digital literacy to everybody in a

fun and engaging way. Each and every interaction between humans and computers is

governed by it. With technology changing every industry on the planet, computing knowledge

has become part of a well-rounded skillset. Digital literacy is the ability to effectively,

responsibly, safely and critically navigate, evaluate and create digital artefacts using a range

of digital technologies. Our Year 7 pupils are thought how to dismantle and build computers,

followed by troubleshooting a number of basic computer issues. In this world of Digital

Literacy, we make sure that our pupils’ are equipped with the right skills, so that they can

complete a number of computational tasks and resolve problems, by using troubleshooting

algorithms.

E-Safety

VEX IQ Robotics Programming

o https://www.vexrobotics.com/vexiq

Bebras Competition

o http://www.bebras.uk/

Designing & Programming 3D printing objects.

Dismantle and rebuild a computer

Religious Education

Pupils continue to study CE Syllabus B. Candidates offering Syllabus B are expected to study

the principal beliefs and practices of the Roman Catholic Church. The syllabus seeks to

balance challenging academic questions with a sincere and faithful exploration of Roman

Catholicism. The questions are set in such a way that candidates are invited to explore a range

of religious questions, as well as to show an awareness of the moral and spiritual teaching

within Roman Catholicism through the official teaching of the Church, Bible and reason. The

syllabus is divided into three sections. References to the Compendium of the Catechism of

the Catholic Church will not be tested explicitly.

The full syllabus is available at this link.

https://www.iseb.co.uk/Schools/Examination-syllabuses-specimen-papers/Common-

Entrance-at-13

Pupils use a variety of source materials including the relevant stage of The Way, The Truth

and The Life.

Pupils build on the knowledge and skills from Year 7. They are issued with a full revision

booklet composed by the school. Candidates offering RE for scholarship, and those doing the

RE section of entry exams at schools such as MTS, are given extra sessions which focus on

the specific needs of those papers. Special emphasis is paid to links with the History syllabus

which requires in-depth knowledge of themes concerning the Papacy and English and

Continental Reformation. The syllabus also requires the ability to argue at a high level and this

complements work done in English on discursive writing. Wherever possible we use major

examples of religious poetry and literature which also informs their skills in English

comprehension and creative writing.

Some useful websites:

http://www.bbc.co.uk/religion/religions/christianity/;

http://www.tere.org/index.php?id=104 This websites contains, amongst much other useful

material, some revision games.

http://www.nationalgallery.org.uk/visiting/floorplans/level-2/room-66 The National Gallery

is well worth visiting, and the website also includes some interesting information about

important religious works of art.

http://www.vatican.va/archive/ENG0015/_INDEX.HTM The Catechism of the Catholic

Church, included on the Vatican website.

Drama

Year 8 will begin their performance work in the Autumn term, by devising a play based on the script “Room Service” by Allen Boretz and John Murray. The boys will use their experiences and skills in Drama to create, rehearse and direct their own version of this play. Niyazi will guide them through the comedy genre and support them through the devising process. They will then showcase they work to the Senior House students, staff and parents in February 2019.

Students will end their study in Drama with a Film Making project, where they will draw upon all their skills from the three years of study. Working with the Head of Drama, Niyazi Unugur, they will brainstorm, script, storyboard, pitch and produce their ideas for this year’s film making week. Once these have been given the green light, they will refine their work and ideas through the pre-production stage. Finally, they will film and edit their work during Film Making week and showcase their finished films at their end of year showcase event.

Music

Music in the Senior House is divided into several key areas including:

Great Composers;

Instruments of the Orchestra;

Music Genres;

Music Theory;

Singing and Vocal Development;

Musical of the Term;

Composition using Sibelius and Audacity;

Aural Skills;

Performing and Keyboard Skills.

Great Composers

From Bach to Beethoven, Mozart to Mendelssohn and Schumann to Schubert; the

history of Music is populated by Great Composers who have influenced one another

and performers throughout the ages. Pupils discover the relevance of these incredible

musicians and how their music has shaped cultural development.

Instruments of the Orchestra

Strings, Woodwind, Brass and Percussion instruments all combine to create the

unique sound of the orchestra. In this topic pupils will explore each of the four families

of instruments, researching famous musicians and composers relevant to each

instrument.

Music Genres

Classical, Jazz, Popular, World and Folk, just some of the Music Genres that will be

covered in this topic; pupils will develop an appreciation of the vast array of different

musical styles and how these have influenced cultures, countries and continents.

Music Theory

An integral part of any musician’s vocabulary; Music Theory is the essential tool which

lays the foundation of all we do in Music. Pupils will cover aspects of the Grade 5

ABRSM Music Theory syllabus with options for more advanced pupils to prepare for

Grade 5 Theory examinations. Topics will include irregular time signatures, the tenor

clef, scales and key signatures, chords, composition, musical terms and signs. There

is also a Music Theory Club for pupils who wish to develop their knowledge and skills

further.

Singing and Vocal Development

There is no instrument quite like the human voice; singing can move the soul and

regular training of the voice is essential for emotional and musical development. Pupils

in Year 8 have the option to audition for the Chamber Choir with opportunities to sing

and perform in concerts, carol services and Mass. There are also links in the local

community including carol singing at the Spring Grove Residential Home.

Musical of the Term

Each term, there is a musical focus where pupils learn the stories and sing the songs

behind some of the world’s greatest musicals. Recent musicals have included The

Wizard of Oz, Willy Wonka and the Chocolate Factory, The Sound of Music, Oliver,

Annie and Joseph and the Amazing Technicolour Dreamcoat. Year 8 put on a yearly

production with cross-curricular collaboration between the Music, Drama and Art

departments.

Composition using Sibelius and Audacity

The Music Room is equipped with ten computers which include a number of music

technology programs. Pupils have the opportunity to use their composition skills using

the latest updated Sibelius software. Composition using music technology in a more

contemporary way is highly encouraged. Pupils use the open-source program

Audacity in the classroom supported by a website (freesounds) that provides samples

to use. Pupils use the program to import audio files, edit files and add effects.

Aural Skills

From the very beginning years at St. Anthony’s, pupils are encouraged to recognise pitch and

rhythm, sing intervals and rhythmic patterns accurately and sing both in unison and parts. All

practical ABRSM exams have an aural section and boys are assessed in the following areas:

Musical memory

Sight-singing

Answering questions on features of a piece

To clap the rhythm of the notes in an extract and

identifying whether it is in 2, 3 or 4 time

Performing and keyboard skills

St. Anthony’s offers a number of excellent performing opportunities for pupils,

including regular concerts and performances; Senior and Junior House concerts,

concerts for advanced performers and opportunities for the many ensembles to

perform including String Group, Jazz Band, Rock Band, Recorder Ensemble, Cello

Ensemble, Singing Group, Senior and Chamber Choir. The Music Room is also

equipped with ten electronic keyboards for pupils to develop their keyboard skills.

Sport

All boys in the Senior House have a PE/Swimming lesson each week and two Games

sessions at Brondesbury. In addition, we run an extra-curricular programme that runs

before and after School, giving boys the opportunity to take part in physical activity

every day of the week. The major Sports at the School are Football, Rugby, Cricket

and Cross-Country.

PE/Swimming

Year 8 – PE/Swimming: The boys spend half the term doing PE and the other half

Swimming. Activities in PE include Basketball, Health Related Fitness and a topic on

International Sports. Selected boys take part in competitive swimming galas including

the National IAPS competition. They have a range of activities in swimming including

speed testing, endurance testing, life-saving, water polo, synchronized swimming and

more.

Games

Games lessons take place at Brondesbury Cricket Club, which is a 10 minute bus

journey away from St. Anthony’s. Facilities at Brondesbury include 6 x 7 a side football

pitches, 2 x Rugby pitches, 2 cricket pitches, 2 squash courts, 7 tennis courts, 3 cricket

nets and athletics equipment.

Year 7&8 – Games: Years 7&8 boys mix together to create the U13s Sports teams.

The U13s fixtures take part on a Wednesday afternoon either at Brondesbury or the

opposing Schools playing fields. They also have an additional Games session on a

Tuesday afternoon. The boys take part in Football and Squash during the Christmas

Term. They get the choice between Rugby or Hockey during the Easter Term and the

choice between Cricket, Tennis and Athletics in the Summer Term. We also enter

U13s into a variety of events including Cross-Counry, Athletics, Table Tennis,

Duathlon and national Football, Rugby and Hockey competitions.

School Games Kit

All Games kit can be purchased online through Uniform4Kids.

Years 7&8 – for the first two terms, all boys require a green football shirt, (Yellow

Goalkeeper top for keepers) blue shorts, blue and green football socks, studded

football boots, shin pads, trainers and a mouth guard for Rugby/Hockey. If the boys

choose Rugby, they need to purchase the School’s blue rugby shirt. OPRO are visiting

the School in September to fit mouth guards for boys. During the Summer Term, boys

require a white branded school PE t-shirt (Years 7&8 also require this for PE lessons

throughout the year, along with blue shorts and white socks and trainers), blue shorts

and white trainer socks. Those playing Cricket require full cricket whites and protective

batting equipment if they strive to play hard ball cricket. School Sun hats are also

available.

All boys in School require Swimming Trunks, Goggles, towel and flip flops for

Swimming lessons.

PSHEE Personal, Social, Health and Economic Education The PSHEE programme for boys in Year 8 will enable the boys to develop and gradually enrich their understanding of a set of overarching concepts, set out below: 1. Identity (their personal qualities, attitudes, skills, attributes and achievements and

what influences these; understanding and maintaining boundaries around their personal privacy, including online)

2. Relationships (including different types and in different settings, including online) 3. A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices) 4. Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world 5. Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010) 6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts) 7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance) 8. Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes) 9. Career (including enterprise, employability and economic understanding)

To further support the three core themes the boys will study: Health and Well- Being, Relationships and Living in the wider world (economic well-being, careers and the world of work) they will also take part in the Sutton Life Skills experience.

The Street Experience at The Sutton Life Centre http://www.suttonlifecentre.org

An urban setting with real shop facades. This is where students will be faced with some

of the dilemmas and difficult choices that growing up may throw at them, including peer

pressure, alcohol, smoking, street crime, gangs, knives and bullying.

Useful links: https://www.ceop.police.uk/safety-centre/

https://www.thinkuknow.co.uk/

https://parentinfo.org/

https://www.saferinternet.org

https://www.childnet.com/parents-and-carers

https://www.actionforchildren.org.uk/ ICT Computing Computing for year 8’s at St. Anthony’s focuses mainly on STEM projects, with the

main tasks being, programing and building Robots, for the VEX IQ International

competition. Computer programming brings new challenges and opportunities on a

daily basis. Some of these changes may require you to update computer knowledge

and existing skills. We make sure that our pupils are equipped with a number of tasks

that they can take with them to secondary school, including a good knowledge and

understanding of Digital Literacy. After completing a number of STEM projects our

pupils will have a great understanding of Digital Literacy which will help them to

effectively, responsibly, safely and critically navigate, evaluate and create digital

artefacts using a range of digital technologies.

E-Safety

VEX IQ Robotics Programming

o https://www.vexrobotics.com/vexiq

Bebras Competition

o http://www.bebras.uk/

Designing & Programming 3D printing objects.

Dismantle and rebuild a computer