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