Computing

Throughout the year students develop their knowledge, understanding and skills through topic work linked to real life situations. These include designing publicity documents for a music festival and a financial spreadsheet for a local business. These activities allow students to use a wide range of ICT and media, prepare presentations which are sensitive to audience needs and apply knowledge of technical issues. Students will also continue to develop their programming skills in two further Computer Science units which look at the World Wide Web and Computer Control.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Unit 8.1 ‘Music Festival’

-- Search Engines ‘Golden Triangle’

Advanced Presentation Skills

Unit 8.2 ‘Advanced Modelling’

-- Spreadsheets

Excel (Advanced

Features & Macros)

Unit 8.3 ‘WWW’

-- Elements of Web

Pages HTML Programming

Networks

Unit 8.4 ‘Audio Project’

-- Audacity

Analogue to Digital

Unit 8.5 ‘Programming – Take Control!’

-- Computer Control

Logicator Flowcharts

Raising Attainment

Assessment

Each unit is assessed upon its conclusion using the assessment levels shared with the student at the start of each unit. Assessments at Key Stage 3 are based on four key areas: Information Technology, Computer Science, Digital Literacy and the Systems Lifecycle.

Additional Information:

Homework assignments are set with reference to Computing and ICT theory. A useful website to help complete these homework activities is www.teach-ict.com. Audacity (used in Unit 8.4) is a free, open source, cross platform software for recording and editing sounds. It can be downloaded from www.audacity.sourceforge.net.

Design and Technology

In Year 8, students further develop their knowledge and skills in Design and Technology through a schedule of projects, which cover a range of material areas and skills. Students explore the theme of ‘Icons of design’ and look at how to use the work of previous and existing designers to inspire and influence their own design decisions. In Year 8, students have an opportunity to develop a deeper understanding of how Design and Technology is linked to industry and will undertake a specific project during the year, which builds on their learning from the industrial visit to Thortons chocolate factory.

Rotation 1 Rotation 2 Rotation 3 Rotation 4

Food – Multicultural food Students explore the theme of multicultural foods and learn about different types of food from around the world. Students will develop an understanding of different countries and cultures, their staple foods and traditional dishes. Students will develop practical cooking skills through cooking a variety of cultural dishes. Students will also gain a further understanding of dietary needs and social and moral issues in relation to the food industry.

Textiles - Bag project Students will be using artists such as Jon Burgerman to inspire their designs for a decorative cushion. Students will build on their practical skills and will become confident in using applique and the sewing machine. Students will have the opportunity to explore a variety of techniques to enhance their product, including block printing, shibori, spray painting, hand stitching and glow in the dark paint.

Product design 1 – Electronic products Students will further develop their understanding of the design process and will explore generating creative design ideas, using biomimicry. Students will explore the importance of modelling and testing design ideas, along with gaining an understanding of iconic electrical products. Students will further develop their practical skills and will produce a quality end outcome using wood. Students will have a basic introduction to electronics and will develop skills in relation to soldering.

Product design 2 – Chocolate project This rotation will build on the visit students undertake to Thorntons factory. Students will be able to apply their learning from a real industrial setting by designing and manufacturing a chocolate mould and packaging. Students will explore techniques used to manufacture moulds for chocolate and will also develop their understanding in relation branding, colour and identity.

Assessment

Students complete at least two assessments throughout each rotation which are focussed on Designing, Making and Evaluation. This assessment is based upon the theory and practical aspects of the work completed and are set against the KS3 National Curriculum.

Additional Information:

Students will have the opportunity to go on an educational visit to Thortons factory, which will support their understanding of industry links and the impact of Design Technology in the real world.

Design and Technology has a key words list which will be available in the planner for parents as well as students. To support your child you can access the following websites: http://www.technologystudent.com/ http://www.bbc.co.uk/education/subjects/zfr9wmn

Drama Throughout Year 8 students consolidate their skills, knowledge and understanding of Drama whilst enhancing their creative thinking and characterisation skills. Students explore units of work that continue to develop their leadership skills, gaining the confidence to direct group work and offer their own ideas and opinions in the process. This year provides them with a framework to instil the independent learning techniques to support their transition as they approach more challenging content in Year 9.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Intermediate Drama Skills

Revisiting basic skills. Developing intermediate skills in a workshop style. Strategies covered include, cross cutting, sound collage, thought tunnel, thoughts in the head, montage. Introduction to a practitioner: Boal – to develop trust / group cohesion. Introduction to Drama Forms e.g. news, chat show, court room, kitchen sink Introduction to Abstract style.

Darkwood Manor –

Students develop characterisation skills. Utilising explorative strategies learned previously students explore a ghost story (a mystery of an old house, Darkwood Manor). Pupils introduced to the unit through teacher-in-role. Physical theatre techniques introduced to recreate the house and sound collage by way of introducing tension and atmosphere. Sound effects, music lighting and concept of ‘Drama Medium’ Introduced.

Superheros

Introduction to key concepts of genre, plot, set, stock characters, acting style, structure. Stereotyping examined in relation to types of people glorified in our culture. Students develop ‘alternative’ superhero characters and, utilising explorative strategies, devise their own superhero story. Props / costume introduced as a Drama medium and long term homework task. Students work is filmed.

Starship

Concepts introduced in Spring 1 SOW are mirrored but in relation to ‘Sci-Fi’ Students develop in depth characterisations and take part in whole class improvisations, small group improvisations and prepared role plays. Practitioner Boal revisited and ‘Forum Theatre’ concept introduced. Status also introduced. A range of explorative strategies are utilised to explore the theme of sexism and prejudice when aliens refuse to communicate with boys.

Theatre History

Greek theatre Introduced through the story of Oedipus Rex

The Demon Headmaster

Script-reading skills, leading to exploration of scenes through various explorative strategies. Drama forms revisited for off text exploration. Students learn lines for, rehearse and perform for filming an short extract.

Assessment Practical work – students process of working, together with regular performances receive regular constructive evaluation & feedback from the teacher and peers. Students record progress in workbooks.

Practical work – students process of working, together with regular performances receive regular constructive evaluation & feedback from the teacher and peers. Students record progress in workbooks.

Practical work – students process of working, together with regular performances receive regular constructive evaluation & feedback from teacher and peers. Final performance is assessed. Students record progress in workbooks.

Practical work – students perform each lesson, with regular feedback from the teacher and peers. Students record progress in workbooks.

Practical work – students perform each lesson, with regular feedback from the teacher and peers. Students record progress in workbooks.

Practical work– students perform each lesson, with regular feedback from the teacher and peers. Students record progress in workbooks.

Additional Information: Set text: The Demon Headmaster (Gillian Cross) Workbooks will consolidate learning done within the classroom; start to develop analytical skills needed for the GCSE. Written work will give students an opportunity to write creatively and imaginatively, using their Drama practical work as a stimulus.

English The Year 8 English programme of study centres on a skills based curriculum which enables our students to communicate effectively and develop a love of literature. Students in Year 8 enjoy a wide range of modules which develop their reading, writing and speaking and listening skills. Each half term has a focus on reading or writing. The units they study include: a modern novel (either The London Eye Mystery by Siobhan Dowd or Al Capone Does My Shirts by Jennifer Choldenko); poetry from a range of contemporary poets; BBC School Report and the drama script of Frankenstein based on Mary Shelley’s original novel. Within every unit students have two assessment tasks with either a reading or writing assessment and a speaking and listening assessment.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Reading: Frankenstein (pre-20th Century playscript) Students study the play in order to work on the following skills: - Inferring information and ideas from a text - Selecting information and ideas from a text and using evidence - Commenting on the effect of the structure of the text

Writing: BBC School Report (non-fiction) Students research and understand how news stories are written and communicated. The following skills are worked on: - Writing for a purpose and audience - Organising ideas effectively - Making effective word choices

Reading and Writing: A modern novel: either The London Eye Mystery or Al Capone Does My Shirts Students will read a novel as a class and in particular will focus on the following skills: - Explaining and commenting on the writer’s use of language (word-choice, imagery, word classes) and the effect on a reader - Analysing the viewpoint in a text and identifying the writer’s purpose - Writing for a purpose and audience - Organising your ideas effectively - Making effective word choices (subject specific vocabulary)

Reading: Contemporary poetry Students will study a range of modern poems in a poetry anthology. Students will work on the following skills: - Inferring information and ideas from a text - Explaining and commenting on the writer’s use of language (word-choice, imagery, word classes) and the effect on a reader

Writing: Creative writing inspired by The Monkey’s Paw by W.W. Jacobs Students study a Victorian short story as inspiration for a piece of creative writing and will work on the following skills: - Making effective word choices - writing in role; using imagination and detail; using the features of different types of writing - writing accurately: using a range of punctuation and sentence structures for effect

Assessment

Students complete a reading assessment linked to how the play is structured.

Students will write their own news story on a topical issue important to them.

Students will produce a reading assessment on characterisation and how language is used for effect.

Students will produce an analytical comparison essay based on two poems

Students will produce the opening to a creative short story.

Students will produce a writing assessment focussing on writing to describe using a range of figurative language.

they have studied.

Additional Information:

Accelerated Reader: Students will read a selection of books based on their reading ability before taking an online quiz to ensure they have understood each book. The books will be ideally suited to each individual student to enable them to improve their reading and to promote a culture of reading throughout the school. Students are expected to be completing a minimum of 15 minutes independent reading at home every day. Recommended Reading List: Bog Child by Siobhan Dowd, Holes by Louis Sachar, Tamar by Mal Peet, Skellig by David Almond, Gravenhunger, Harriet Goodwin

French The Year 8 programme of study builds on the language and skills developed in Year 7. It includes a range of engaging topics and provides opportunities for individual and group project-based work. The key subject aims are to develop knowledge and understanding of the French language and culture, to develop effective communication skills, and to improve independent learning. Each unit aims to develop independent enquiry, creative thinking, teamwork and reflective learning. The themes include: Food, Shopping and Fashion, Visiting Paris, Culture and Personal identity. The programme uses a variety of authentic source materials enabling students to interact with French and Francophone culture. The course will be assessed each half term in either speaking and listening or reading and writing.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Bon appetit! Students will talk about the foods that they like and dislike, understand and make traditional French recipes, order from authentic French menus, shop for food in the target language and discuss celebration meals in detail. Students will focus on: - understanding simple sentences using high frequency verbs referring to present, past and future events. - recognising simple

La mode Students will learn to talk with more confidence about their style and that of others. They will work as a team to plan, produce and review a fashion show in French. Students will focus on: - How to recognise and add expression in speech. - How to add interest to what they are saying using extended sentences. - Developing skills when listening to authentic media. Grammar focus:

Paris, je t’adore Students will have fun learning about the key landmarks in Paris and describing a real or imaginary trip there. They will understand authentic information about key tourist attractions and imagine that they are solving the mystery of the stolen ‘Mona Lisa’ Students will focus on : - Using the perfect tense of regular and irregular verbs - Using the perfect tense with être - Asking questions in the perfect tense.

T’es branché? Students will talk about television programs, films, reading and the internet. They will also discuss what they did at the weekend. Students will focus on: -Key vocabulary to describe modern technology - Using the present tense correctly with regular verbs as well as avoir and être. - Varying responses when giving opinions spontaneously Grammar focus:

Mon identité Students will talk in more detail about their personality, relationships, music preferences, passions, hopes and dreams. Students will focus on: - Describing themselves and their relationships with others using a range of adjectives - Describing relationships using reflexive verbs - Talking about music and agreeing/disagreeing with others about their music tastes - Talking about their passions and future dreams using the conditional. Grammar focus: Adjectival agreement Reflexive verbs Language of debate Conditional tense Using three tenses

features which add authenticity, expression or emphasis to a written text. Grammar focus: justified opinions, imperative verbs, partitive article, present tense and passé composé.

justified opinions, adjectival agreement, comparatives, passé compose, il faut + infinitive verbs.

Grammar focus : Perfect tense, connectives and subordinate clauses

Present tense Avoir and être Intensifiers Perfect tense

Assessment

Reading and writing Students will complete a range of reading activities where they pick out the details from authentic French texts. Students will write a magazine article aimed at young people on the topic of food.

Speaking and Listening Students will complete a range of listening activities where they pick out the details from authentic French recordings. Students will hold an assessed conversation with a peer where they talk about their style and clothes choices for different occasions.

Reading and writing Students will complete a range of reading activities where they pick out the details from authentic French texts. Students will write a blog post about a recent trip to Paris.

Speaking and Listening Students will complete a range of listening activities where they pick out the details from authentic French recordings. Students will hold an assessed conversation with a peer with a picture stimulus of their favourite film or book as a prompt for discussion.

Students will be assessed in all four skill areas Students will complete a range of recorded and written activities where they pick out the details from authentic French texts. Students will write an email to their French correspondent where they talk about themselves, their relationships and their music preferences. They will also hold an assessed peer

Formative assessment

conversation where they will talk about the key themes of the topic.

Additional Information:

Weekly homework tasks and vocabulary tests will be carried out throughout the year.

Geography

The Year 8 programme of study continues the development of key geographical skills from Year 7. Each unit of work has a focus to develop a particular key geographical skill. Throughout the year students are encouraged to understand the links between people, processes and places. Students are widen their geographical vocabulary and question their view of the world as they progress.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Changing Landscapes Students investigate a range of contrasting landscapes. They will also explore the close relationship between humans and landscapes. Opportunity is given to develop field skills both within the school grounds and in the Peak District. Focus area: Explaining the relationship between people and place.

World Ecosystems – Tropical rainforests Students will investigate the complex relationships between ecosystems and organisms within them. They will then complete an in-depth investigation into the Tropical Rainforest biome. Focus area: Methods of representing data.

Geography of Development Students will complete an investigation into the varying levels of world development and underlying causes of inequalities. Fair trade Students will complete work to look at issues of world trade and social justice. Focus area: Drawing comparisons.

Wild Weather Students will investigate the causes of the wild weather in the UK, in addition to looking at some extreme weather in other areas of the world. They will also compare the impacts of changing weather. Focus area: Developing extended explanations.

Geography of Conflict Students will investigate a number of modern conflicts in the world. They will investigate the links between geography of places and conflict. They will explore the social, economic and environmental consequences of conflicts and look at the global geopolitics of conflict. Focus area: Impact analysis. .

Coasts in Crisis Students will be able to explain the complex processes occurring on the coast. They will be able to explain the impacts of coastal change and look at the variety of management options utilised in coastal environments. Focus area: Making value judgements.

Assessment

End of unit assessment

End of unit assessment and extended homework project

End of unit assessment

End of unit assessment

End of unit assessment

End of unit assessment

Additional information:

Core reading: Geog.2, Key Connections. Key Interactions

History

The Year 8 History programme is a European and World study spanning the sixteenth to the nineteenth century. Students develop knowledge and understanding of the key events, factors and figures that have shaped that period. Topics include slavery past and present, the impact of the British Empire, the Industrial Revolution and the issue of Migration. The overarching aim is for students to reach their own conclusions about the degree of progress that has been made and to assess whether there has been continuity and change across these centuries. Students also develop their chronological understanding, skills of critical analysis and evaluation. By working collaboratively in groups and independently they enhance their ability to problem solve and process information. We assess students’ progress via written assessments, oral presentations and there are opportunities for students to assess their own and fellow classmates’ work.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

The British Empire to Slavery Students begin to look at the British Empire and how this affects different parts of the world. Students study in detail how the Empire was linked to the slave trade. The lessons focus closely on the Middle Passage and the

Slavery to Civil Rights This unit begins to focus on the changes that took place to end the slave trade and abolish slavery. Students conduct investigations into who was responsible for these changes. The Civil Rights movement is also

The American West part 1 This unit focuses on the movement of people and the effect that these changes have on the Native American Indians. Students are provided with opportunities to compare and contrast the lives of the Indians with the Americans/Europeans.

The American West part 2 Students begin to look at the various groups that went West and they are asked to determine how successful they were e.g Mormons, Homesteaders and Cowboys. The latter part of this unit is about how America finally

Britain and the Industrial Revolution This unit focuses on a wide variety of areas such as transport, factory life and conditions in towns and cities. Students will analyse a variety of materials to assess how and why these changes came about.

Migration This unit focuses on a variety of countries and looks at why people move from their original home. Connections will be made with previous units and students will look at a variety of scenarios ranging from the past right up until present day

lives of slaves on the plantations.

analysed in depth and students chart the progress of emancipated people up until present day.

secured the West and changed the way of the Native American Indians forever.

Students will gain an understanding of how these changes affected Britain.

Assessment

End of unit assessment.

End of unit assessment.

End of unit assessment.

End of unit assessment.

End of unit assessment.

End of unit assessment.

Additional Information:

All end of unit assessments are based on the format of GCSE questioning and encompass a number of historical skills such as written and pictorial source analysis, extended writing and historical evaluations. Students will be invited to attend a trip to investigate the impact of industrialisation on Nottingham in the summer term. Suggested Reading: KS3 History by Aaron Wilkes: Industry, Reform and Empire - Student Book (Folens History) Essential The American West 1840-1895: An SHP depth study: The Struggle for the Plains Unheard Voices: An Anthology of Stories and Poems to Commemorate the Bicentenary Anniversary of the Abolition of the Slave Trade

Mathematics In Year 8 students build on their work from Year 7 and encounter new concepts and applications for their Mathematics. The curriculum covers the four main topic areas of: number, algebra, shape and space and data handling (statistics and probability). Students are encouraged and develop to become independent and articulate in Mathematics with a particular emphasis on problem solving skills. As in Year 7 students' progress is assessed weekly in their class and homework and with regular, end of topic, tests. Throughout the year students will also complete a series of functional maths projects as detailed below:

Autumn

Spring

Summer

Numbers all around us: Students will look at many areas of maths where numbers are useful, and sometimes essential, for everyday life.

World Pi day celebration: On the March 14 we will investigate all things circular to celebrate the AMAZING number pi.

3.1415926535897932384626433…..

π

Making paper fly: Students will design and construct paper airplanes, fly them at the Emmanuel air Show and, by using measurements and considering accuracy, judge the designs.

Assessment

End of unit tests take place in the last week of every half term, with personalised assessment analysis given to each student.

Additional Information:

For full details of the curriculum covered in Year 7 at all levels and homework that is set please log on to: www.mathswatchvle.com : using the centre id: nottinghamemmanuel, username: first initial, then surname (e.g. RTaylor) password: triangle.

Music In Year 8, students work on a number of projects developing the 3 core skills of music - listening, composing and performing. This involves a combination of the use of live instruments and computer technology, and includes projects composing original advert music, music through the ages, world music and a song writing project. Students are assessed through a variety of methods including peer and self assessment and projects are recorded for evidence. It is the synergy of the 3 core skills that drives every project and acts as the focus for learning throughout Year 8, beginning to prepare students for potential study at GCSE level.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

The Blues Students will learn to play a piece of Blues music. Learning about the background of Blues and how it has influenced music today. They will perform a walking bass line, chords and melody as part of a small and whole group.

Music and Adverts Students will learn the characteristics of music used in a variety of adverts and in particular how use the elements of music and compositional devices to match the action on screen. Students will have a choice of 4 adverts to compose their own music to go alongside the track.

World Music Students use keyboard and percussion instruments to learn the characteristics of Samba, Indian and Indonesian gamelan music and perform a piece of music and complete listening questions for each topic studied.

Electronic Dance Music 2 Students continue to develop their music technology skills using Logic to create an original version of a given electronic dance track including chords, melodic and rhythm tracks. They will learn new automation techniques to create music in their chosen dance style.

Music through the ages Students will study music from the Renaissance period to 20th Century, identifying techniques and key features and understanding the impact of the development of instruments and the orchestra has had on the world of music.

Song Writing Students will have the chance to show their own style and flair for music and will follow guidelines to create a song or rap of their own. They will be either able to do this using music technology or form a group to play instruments.

Assessment

Students will take part in a final performance assessment. Their fluency and abilities on the keyboard will be marked.

Students will play their final composition to the class and the techniques they have learnt will be marked.

Students will take part in a final performance assessment. The fluency and abilities on the instruments will be marked.

Students will play their final track to the class and the techniques they have learnt will be marked.

Students will take part in a final performance assessment. Their fluency and abilities on the keyboard will be marked.

Students will show their final composition or performance to the class and the techniques they have learnt will be marked.

Additional Information:

Learning key music terms relevant to each topic. All topics will cover Tempo, Dynamics, Structure, Pitch, Timbre and Rhythm. Students will learn to use, spell and explain these terms in the context of each topic.

Physical Education In Year 8 students continue to learn about all aspects of the National Curriculum for PE. The students will cover activities relating to all key concepts (outwitting opponents, as in games activities; accurate replication of actions, phrases and sequences, as in gymnastic activities; exploring and communicating ideas, concepts and emotions, as in dance activities; performing at maximum levels in relation to speed, height, distance, strength or accuracy, as in athletic activities; identifying and solving problems to overcome challenges of an adventurous nature, as in outdoor activities; and exercising safely and effectively to improve health and wellbeing, as in fitness and health activities. Throughout Year 8, students will be taught the importance and significance of leading an active healthy lifestyle and the potential implications of inactivity.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Students will cover a range of key concepts including outwitting opponents (delivered through rugby, netball and badminton) and phrases and sequences delivered through gymnastics. Throughout all activities students will be taught to perform a range of skills with a greater degree of precision and control, developing on the previous academic year. As well as developing their skills, students will further develop their ability to analyse skills and techniques, officiate games, and lead aspects of the lesson.

Students will continue to build on the skills and concepts delivered in Autumn 1. By the completion of Autumn 2, all students will have experienced a range of outwitting opponent sports, through both invasion games and net/wall sports. All students will have also participated in a unit of gymnastics where they will develop skills and explore ideas. Throughout the gymnastic unit students will be required to work in small groups to develop routines displaying coordination, cooperation, and teamwork.

At the end of Spring half term, all students will have undertaken the full range of invasion sports and will now understand that the fundamental principles of all invasion games (passing, movement, communication, etc.). Students will continuously analyse performance to identify areas for improvement. Students will be encouraged to consider tactics to employ, both individually and as part of a team, to outwit opponent/s.

Students will continue to build on the key concepts through participation in games that require a participant to outwit their opponent (football, rugby, basketball, football, badminton). Students will continue to build competence, performance, creativity and understanding of active healthy lifestyles. Students will also complete a unit of Health Related Fitness (HRF). Students will learn that fitness is comprised of various

Students will begin to undertake some of the traditional summer sports (rounders, athletics, cricket, tennis). Throughout these activities students will continue to demonstrate and improve team work, tactical awareness, and individual skills and techniques. Students will now be required to understand and undertake constructive evaluation practices alone, or in small groups, and use findings to develop performance and understanding.

Students will participate in activities which require them to perform to maximal levels (athletics). They will begin to develop an understanding of the components of fitness and their significance in different athletic events. Students will continue to analyse performance and coach their peers by leading parts of the lesson. In the striking and fielding activities (rounders, cricket) as well as developing skills, students will continue to work as part of a team to devise tactics and strategies to outwit their opponents.

components. They will learn how to test and develop fitness levels. Throughout the HRF unit students will be taught the importance of regular exercise and learn how it benefits the different body systems, preventing ill health.

Assessment Students begin each unit with a course task which is structured to evaluate all of the key processes; Developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.

Students begin each unit with a course task which is structured to evaluate all of the key processes; Developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.

Students begin each unit with a course task which is structured to evaluate all of the key processes; Developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.

Students begin each unit with a course task which is structured to evaluate all of the key processes; Developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.

Students begin each unit with a course task which is structured to evaluate all of the key processes; Developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.

Students begin each unit with a course task which is structured to evaluate all of the key processes; Developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.

Additional Information:

The programme of sports is designed to coincide with the inter school competitions so that those who demonstrate greater competence can compete at a higher standard.

Religious Studies

In Year 8 students are expected to expand their knowledge, understanding and evaluative skills. They will also develop the skill of transferring what is valuable in a religion to their own lives. The topics are interconnected and involve investigative skills as well as research skills when exploring religions. Students will also be challenged to investigate ultimate questions to aid their personal spiritual journey.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Unit 1 : Jesus – an Investigation. The unit examines who Jesus claimed to be and the details of his life including miracles, parables, his death and resurrection. Students will also understand the historical context of Jesus’ life and recognise important questions as well as looking at more popular material. Questions arising from The Turin Shroud will be a focus of study.

Unit 2 : Festivals Students learn about the key festivals of light Christmas, Chanukah and Diwali. Christmas will be explored in some detail as Christmas approaches. The Biblical story will be examined along with modern views of Christmas. The symbol of light will be examined through Chanukah and Diwali.

Unit 3 : Islam The main tenets of Islam will be explored: Muhammad; The Qur’an; the Mosque; the Hajj; the Five Pillars. Students will understand the wider impact of Islam throughout history and in today’s world.

Unit 4 : Questions and Mysteries The purpose of the module is to help students raise ultimate questions about life. The unit encourages students to develop a sense of awe and wonder about human beings, nature, the earth and the universe and provides an opportunity for an in-depth study of Easter. The Easter story will be examined through the lens of questions and mysteries including an investigation of The Turin Shroud.

Unit 5 : Signs and Symbols The unit explores the importance of signs and symbols in religion. Symbols in Christianity will be a focus including the symbols of Easter. The symbols within Sikhism will provide an insight into the key beliefs and values of this religion.

Unit 6 : People of Faith A variety of different people who display strong commitment : Oscar Romero Nicky Cruz Bono Martin Luther King Bono Nelson Mandela

Assessment and Assignments

Who is Jesus? Students write about their own assessment of Jesus and provide an evaluation of his life and

Describe the birth narratives of Jesus. Students are to design a Christmas card which communicates the

Students will create a design for a new mosque. They will describe the mosque, using relevant

Students are to produce a written piece of work which displays their marvel at any aspect of the universe and a focus

Christian Symbols and their meaning. Students will create a project about Signs and Symbols in Christianity

The Life and Work of a Religious Hero or heroine. Students will create a project about a

work.

original message of Christmas. Also, students will relate the Christmas story in their own words.

terminology and indicate how the mosque is used for worship.

on the Easter story. Religious Hero or Heroine using written material, drawings and diagrams.

Additional Information:

Science

In Year 8 students further develop their knowledge and skills in Science through a cycle of units, which cover a range of subjects and skills. The units are arranged around the following topics: Biology - Health & Lifestyle, Ecosystems, Adaptation & Inheritance, Chemistry – The Periodic Table, Separating Techniques, Metals & Acids and Earth Science Students develop their skills in planning investigations and learn to present and analyse results.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Chemistry – The Periodic Table, Separation Techniques & Metals & Acids

Chemistry – Earth Science Physics – Electricity & Magnetism

Physics – Energy, Motion & Pressure

Biology – Health & Lifestyle & Ecosystems

Biology – Adaptation Revision

Investigative Skills

Assessment

Students complete one test based assessment per topic. Their written communication skills will be assessed fortnightly in class. Practical skills will be assessed throughout each topic.

Students complete one test based assessment per topic. Their written communication skills will be assessed fortnightly in class. Practical skills will be assessed throughout each topic.

Students complete one test based assessment per topic. Their written communication skills will be assessed fortnightly in class. Practical skills will be assessed throughout each topic.

Students complete one test based assessment per topic. Their written communication skills will be assessed fortnightly in class. Practical skills will be assessed throughout each topic.

Students complete one test based assessment per topic. Their written communication skills will be assessed fortnightly in class. Practical skills will be assessed throughout each topic.

Students complete one test based assessment per topic. Their written communication skills will be assessed fortnightly in class. Practical skills will be assessed throughout each topic. A final summative assessment covering knowledge covered throughout the year.

Additional Information:

Homework assessments are designed to improve scientific literacy, communication and data handling skills.

Activate 2 (ISBN: 978-0-19-839257-6); Smart Science (ISBN: 978-1-84276-256-1).

Spanish The Year 8 programme of study builds on the language and skills developed in Year 7. It includes a range of engaging topics and provides opportunities for individual and group project-based work. The key subject aims are to develop knowledge and understanding of the Spanish language and culture, to develop effective communication skills, and to improve independent learning. Each unit aims to develop independent enquiry, creative thinking, teamwork and reflective learning. The themes include: España y Madrid, Gran Hermano, Food, Shopping and Fashion and Media and Technology. The programme uses a variety of authentic source materials enabling students to interact with Spanish and Hispanic culture. The course will be assessed each half term in either speaking and listening or reading and writing.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Viva España Students will use authentic articles, adverts, images and video clips to learn about Spain and its diverse geographical regions. They will end the topic by focussing on the capital city of Madrid; how to get around and what to visit on a trip there. Students will focus on: - Using connectives to support sentence linking and building and how to use them.

Gran Hermano Students will watch short excerpts from the Spanish reality TV program ‘Gran Hermano’ and will use these to create and design a Big Brother house and its characters. Students will engage in group conversation about the house that they have designed its location and the characters that live there. Students will focus on: - Listening for

¡Qué aproveche! Students will talk about the foods that they like and dislike, understand and make traditional Spanish recipes, order from authentic Spanish menus, shop for food in the target language and discuss celebration meals in detail. Students will focus on: - understanding simple sentences using high frequency verbs referring to present, past and

Ir de compras y la moda Students will learn to talk with more confidence about their style and that of others. They will work as a team to plan, produce and review a fashion show in Spanish. Students will focus on: - How to recognise and add expression in speech. - How to add interest to what they are saying using extended sentences.

La tecnología y los medios de comunicación Students will study film, music, television and internet. They will learn to talk and write in more detail about the music that they listen to and the films and television programs that they watch. They will work in small groups to review film excerpts and music in the target language. Students will focus on: - Using direct contact or media to find out about daily life and young people’s interests and attitudes. - Extending their vocabulary and using more abstract items. - Using verb patterns and forms to understand and refer to present, past and close future events. - Developing sentences by adding or replacing elements and making necessary changes.

- Using advanced reading strategies to extract meaning from authentic texts. Grammar focus: Giving justified opinions using a wider variety of opinion phrases and using the past tenses.

subtleties in speech and beginning to imitate them. - How to take part in short unscripted dialogues and exchanges. Grammar focus: present tense, imperative verbs, conditional tense.

future events. - recognising simple features which add authenticity, expression or emphasis to a written text. Grammar focus: justified opinions, imperative verbs, partitive article, present tense and past tenses.

- Developing skills when listening to authentic media. Grammar focus: justified opinions, adjectival agreement, comparatives, past tenses, il faut + infinitive verbs.

Grammar focus: Communicating confidently using verbs in a wide variety of tenses and using subordinate clauses and idioms.

Assessment

Reading and writing Students will complete a range of reading activities where they pick out the details from authentic Spanish texts. Students will write about Madrid from the perspective of a young person living there.

Speaking and Listening Students will produce a spoken presentation about a house they have designed; expressing opinions and justifications. Students will complete a range of listening activities where they pick out the details from authentic Spanish recordings.

Reading and writing Students will complete a range of reading activities where they pick out the details from authentic Spanish texts. Students will write a magazine article aimed at young people on the topic of food.

Speaking and Listening Students will complete a range of listening activities where they pick out the details from authentic Spanish recordings. Students will hold an assessed conversation with a peer where they talk about their style and clothes choices for different occasions.

Reading and Writing Students will complete a range of reading activities where they pick out the details from authentic Spanish texts. Students will write a blog about their free-time interests with reference to music, film and cinema. They will also talk about a recent trip to the cinema and talk about their plans for

Speaking and Listening Students will complete a range of listening activities where they pick out the details from authentic Spanish recordings. Students will give a presentation to their peers about a film or music genre of their choice.

the future.

Additional Information:

Weekly homework tasks and vocabulary tests will be carried out throughout the year.

Year 8 Assignments

Subject Tariff Possible formats Relevance to curriculum

Art 1 x extended project each half term

Sketchbooks This will include researching others’ work, creating Art outcomes, analysis and evaluating to develop skills needed for the national curriculum. The tasks enable students to create more personal responses.

Computing 1x 30 minutes per week

Throughout the year homework assignments will be largely linked into the unit of work being undertaken within school. Students will be expected to work at home on the tasks set, in line with the assignment deadlines. Sometimes this will require a certain amount of research to be undertaken at home within the areas of Computing and ICT theory.

Homework assignments provide students with an opportunity to develop their ‘digital literacy’, the theory behind computer systems and how they are used. In doing so, the assignments aim to develop students’ skills, knowledge and understanding in contexts that are directly relevant to employment situations, thereby enhancing their employability within the Computing and ICT sector.

Design and Technology

5 x 1 hour per 10 week rotation

Students will be completing a range of on-going assignments based on the subject area they are taught at the particular time. E.g. Watching an informative media piece and, with parental help answering set questions The assignments will help with extending the students’ knowledge on specific design and technology methods.

The students will be touching on all aspects of the KS3 curriculum which will help support the work done in the classroom. It can also help the students improve their classroom marks if done well. The 5 key points will also help them get used to the requirements of the next key stage.

English 6 tasks per 6 week period

Tasks are varied in terms of format and include: -creative writing (writing in role)

The assignment tasks are linked to the skills (AFs), topic (reading or writing) and texts of the current scheme of work. It will consolidate learning done within

-research project -writing for purpose and audience -analysing language in poetry, prose or drama

the classroom, but also provide extended opportunities to build on learning.

French 2 to 3 mini tasks per week

Along with learning of vocabulary assignments, students will be completing a range of oral, listening, reading and written assignments including conducting online researches and using languages websites. For some assignments, students may have a choice of working individually, in pairs or in groups. Creative tasks may also be set, for example –create and produce their own plays, songs – to consolidate and demonstrate their knowledge of grammar and/or transactional language. .

Students will be developing their learning in the key topics of the KS3 curriculum. Each assignment will allow students to consolidate and build on their prior learning. They will be provided the foundation to progress through the NC levels. In Year 8, the aim is to develop the language skills established in Year 7, including the ability to understand and produce the foreign language in the past, present and future time scales. Topics include: A Past Outing, Daily Routine, Arranging to go out, Food and Drink, Illness and Ailments, Travel and Transport.

Geography 1x 30 minutes per week

This includes projects of up to four weeks in length where the work required will be of at least 2 hours in total over the four week

period and extended homework given over two weeks where the

work required will be of at least one hour.

Students will be completing a range of oral, written and multi-media assignments which are centred on this year’s areas of study –World Ecosystems, Geography of Conflict, Fair Trade, Changing Landscapes, Wild Weather and London 2012. For certain tasks students will have the freedom to present their work in a format of their choice, as well as having an opportunity to work individually, in pairs or even as a group. An assignment could be based on a local or global issue. E.g. Compare the cost of ten fair trade items in a supermarket to the

The students will be developing their skills in the six key concepts of the KS3 curriculum: place, space, scale, interdependence, physical and human processes, sustainability and cultural understanding. Each assignment will provide students with an opportunity to build on their prior learning as well as giving them the scaffolding and support to progress to the next National Curriculum level.

equivalent non fair trade goods. Alternatively, a creative task may be set, for example –create and produce a model of a rainforest showing all layers of the ecosystem and their associated features.

History 1x 30 minutes per week

Students will be completing a range of oral, written and multi-media assignments which are centred on this year’s programmes of study –Slavery and Civil Rights. For certain tasks students will have the freedom to present their work in a format of their choice, as well as having an opportunity to work individually, in pairs or even as a group. An assignment could be based on a local history study. E.g. How does Nottingham commemorate the abolition of the slave trade? Alternatively, a creative task may be set, for example –create and produce your own museum display which celebrates the work of three key Civil Rights activists

The students will be developing their skills in the five key components of the KS3 curriculum: Chronology, Diversity, Evidence, Causation, Significance and Interpretation. Each assignment will provide students with an opportunity to build on their prior learning as well as giving them the scaffolding and support to progress to the next National Curriculum level.

Maths 1 x 30 mins per week MyMaths online task (www.mymaths.co.uk)

(school login: tnes password: maths Students have their own individual logins)

Printed worksheet

Research task

Consolidation and extension of learning objectives as set out in the schemes of work.

Music 1 x project each term

CD/MP3/Video Theory sheets

Students research and select performances and compositions relevant to the areas of study to present to the class.

Students revise music theory for use in practical activities in class.

RS 1 x 30 minutes per week

Students will be completing a range of activities which build on prior learning in Year 7. They will be encouraged to create links between their learning and applying it in their everyday lives. These will focus on any of the following:

Individual research

Responses to exam questions

Opportunities for personal reflection through a range of media

A range of active and creative responses

Structured written tasks Students will be expected to complete a specific project at the end of each module.

These tasks develop out of the schemes of work and are designed to enhance student confidence in developing their skills and ideas. They also encourage spiritual development and empathy with a variety of religious faiths.

Science Per topic 1 x online checkpoint assessment 2 x end of Chapter questions set per week To be completed in assigned homework book (available online)

Students will be completing a range of activities based on three themes around current curriculum themes being taught.

Literacy

Preparatory research

Application and synthesis The activities will develop the research skills as well as reinforcing knowledge and understanding and extending classwork

Activities will cover all aspects of the curriculum delivered in Year 8. It will help to consolidate knowledge from KS2 as well as adding depth to understanding. The literacy and application work will enable staff and students to identify misconceptions and inform future work. The activities will allow students to develop their data handling and communication skills.

Spanish 2 to 3 mini tasks per week

Along with learning of vocabulary assignments, students will be completing a range of oral, listening, reading and written assignments including conducting online researches and using languages websites. For some assignments, students may

Students will be developing their learning in the key topics of the KS3 curriculum. Each assignment will allow students to consolidate and build on their prior learning. They will be provided the foundation to progress through the NC levels.

have a choice of working individually, in pairs or in groups. Creative tasks may also be set, for example –create and produce their own plays, songs – to consolidate and demonstrate their knowledge of grammar and/or transactional language.

In Year 8, the aim is to develop the language skills established in Year 7, including the ability to understand and produce the foreign language in the past, present and future time scales. Topics include: A Past Outing, Daily Routine, Arranging to go out, Food and Drink, Illness and Ailments, Travel and Transport.