Year 8

Curriculum Booklet

2013/2014  

Introduction ____________________________________________________________ This booklet has been produced to provide you with information about your child’s learning at Farnham Heath End School during this academic year. It provides information about each subject studied, how progress will be measured, key dates and a guide to national curriculum levels. Your child’s chances of a successful education will be greatest where an effective three-way partnership between student, parent and school is established. This booklet is an important tool for developing and maintaining this partnership along with attendance at our parents’ and information evenings. The more information you have about how your child is learning and what she/he is learning, the more you are able to support and enhance this learning. This may be through support with homework, discussion, identifying relevant books, websites and television programmes or through family outings. Since the Curriculum Booklet is designed solely as a resource for parents, we welcome feedback and suggestions for how it might be developed in future years. Our Year 8 Curriculum At Farnham Heath End School we believe that students should be given a broad and balanced curriculum which equips them for life beyond the school gates in the Twenty First Century. This sees the aims of education as being firstly to enlarge student's knowledge, skills, experience and imaginative understanding and thus their awareness of moral values and capacity for enjoyment. Secondly it enables them to enter the world after formal education as active participants in society and responsible contributors to it, capable of achieving as much independence as possible. We also ensure that the education we offer ensures progression to Sixth Form Colleges and into Higher Education and employment. In Key Stage 3 (Years 7 to 9) all students study the National Curriculum subjects which are: English, Maths, Science, Art and Design, Product Design, Drama, ICT, History, Geography, Modern Foreign Languages, Music, PE and REAL. Year 8 Subjects Studied No. of periods a cycle Teaching groups English 6 Ability sets Mathematics 6 Ability sets Science 6 Ability sets Art and Design 3 Mixed ability Design Technology 4 Mixed ability Drama 2 Mixed ability ICT 3 Mixed ability History 2 Mixed ability Geography 3 Mixed ability Modern Foreign Languages 5 Mixed ability Music 2 Mixed ability PE 4 Mixed ability REAL 4 Mixed ability

Student Behaviour and Achievements For effective teaching and learning to take place all students are expected to conform to the following:

• Arrive to class ready to learn • Always listen when the teacher is talking to the class • Follow directions • Treat others and their belongings with respect • Always have the necessary equipment to learn

Positive achievements are recorded and result in students being awarded Vivos. This is an on-line system which can be viewed by students at any time to see how they are progressing. Vivos can be used by students to donate to charity or can be exchanged for items from the Vivo catalogue. Where concerns arise we use a system of reports which involve parents and teachers checking daily the progress and attendance of students. Occasionally it is necessary for us to use sanctions and at all times we aim to be fair and consistent. We use detentions during lunch time and after school. We chose to give 24 hours notice of detentions taking place after school that have a duration of longer than 10 minutes. The failure of a student to attend a detention without good reason is regarded extremely seriously and may lead to the student working in isolation. Parents can expect to receive a telephone call, email or letter, if an issue arises which we judge to be serious. By working in partnership with each other the vast majority of problems can be resolved quickly. Ready to Learn It is very important that students arrive at school ready to learn. This can only take place if students arrive on time, in the correct uniform and with all the equipment they need for the day. Equipment for school:

• Suitable size school bag • Mobile phone or diary to record any homework • Pens, pencils, ruler, calculator, protractor, compasses • Books for that day’s lessons • Specialist equipment for that day’s lessons e.g. PE Kit

Mobile phones may be used in class for educational activities but only with the permission of the teacher. To further support our students teachers try to ensure that the following are seen in each lesson, they are known as the FHES Seven:

• Rapid progress • Student engagement in lessons • High expectations of students • Variety in lesson activities • Inclusive teaching for all • Feedback – verbal and written

• Consistency Attendance Full attendance should be a realistic aim for all students. Periods of absence from school can be highly disruptive to education and have a negative impact on learning. Attendance and punctuality are recorded for all lessons. For any questions or concerns please contact our Attendance Officer, Mrs Deans.

Attainment at Key Stage Three ________________________________________________________ How is attainment measured? During Years 7, 8 and 9 we make use of the National Curriculum levels to measure the attainment of all students across the curriculum. At Key Stages 1, 2, and 3, the National Curriculum is accompanied by a series of eight levels. These are used to measure your child's attainment compared to students of the same age across the country. The National Curriculum Framework provides a set of level descriptors which teachers make use of in their assessment. Are these the same as the levels used at the primary school? Yes. There are eight National Curriculum levels, covering the ages 5-14 years. The lowest is Level 1, which describes the achievements of students at around the age of five. The highest is Level 8, which is attained by the most able students at the age of 14. There is also a description of exceptional performance above Level 8, which only a very few students are expected to reach. There are differences in the curriculum, however, and some subjects measured at Key Stage 3 might not have been measured at Key Stage 2 using National Curriculum levels. It is also worth remembering that students begin new subjects at Key Stage 3. On my child’s report there is a letter next to the level. What does this mean? Each level is quite broad so each one is divided into three sub levels, e.g. 4a, 4b and 4c. Essentially these can be defined as follows: 4c the student has started to work at the level 4b working well within the level 4a the student has reached the top of the level and is working towards the next level Should my child go up a level each time I get a report? Not all students progress at the same rate, nor do they progress evenly. You may find that your child remains at the same level between two sets of reports for some subjects or they might progress only one sub level. Expected progress across one key stage is 2 levels. Excellent progress would mean that a student makes two levels of progress from the start of Year 8 to the end of Year 8 e.g. from 4b to 6b. If you have any concerns about your child’s progress please do not hesitate to contact us at any time. Will my child sit tests in Key Stage 3 similar to those in Year 6? Students in Key Stage 3 are no longer required to sit SATs. At Farnham Heath End School students sit end of year exams in all subject each year. This allows us to offer standardised

tests which we will use to report Key Stage 3 attainment to the Department for Education at the end of Year 9. This will also help to prepare them for their GCSE exams. How can I compare my child’s attainment with students across the country? Students are expected to attain the following: National Curriculum Level Yr7 Aged 11(Start) Yr 9 Aged 14(End) Exceptional attainment Exceptional attainment 8 Exceptional attainment 7 Above expected level 6 Exceptional attainment At expected level 5 Above expected level At expected level 4 At expected level Below expected level 3 Below expected level 2 1 Minimum Expected Grades (MEGs) are generally set as two levels of progress, based on Key Stage 2 (end of Year 6) prior attainment (in English and Maths). Some subjects might be new to students and we would expect their MEG and attainment levels to be lower at the start of Year 7. However, the progress that they make is more rapid and we would expect them to be at the same level in the majority of subjects by the end of Year 9. The MEG is a grade that students should be aiming to meet or exceed. Marking and Feedback Students’ books at Farnham Heath End School will be marked regularly and feedback about how to improve will be given via yellow stickers. A written comment to this should be added by the student in response to this advice and if the student is unsure of the exact meaning they must ask for clarification. In addition to this, formative assessment will also take place in lessons where teachers will give advice on how work can be improved. Students should act on this advice in order to improve their work. Homework This is work that should be completed outside the classroom and will contain an element of independent study that is not directly supervised by the teacher. It is important for raising achievement as it enhances your child’s learning. The homework timetable is available on our Virtual Learning Environment (VLE). The homework timetable gives an indication of when students are expected to complete homework. They might not have, for instance, a Geography lesson on the day that they have Geography on their homework timetable, this is the time that we have suggested that they use to complete the work. On the rare occasions that homework has not been set students should use the time to review their class notes for that subject and learn any subject specific vocabulary.

Heads of Department

____________________________________________________________

Department Name email Art & Design Ms J Overton joverton@fhes.org.uk Business Studies Mr S Clarke sclarke@fhes.org.uk Drama Mrs J Snedden jsnedden@fhes.org.uk English Mr A Easton aeaston@fhes.org.uk French(MFL) Ms E Hockey ehockey@fhes.org.uk Geography Mr J Marsh jmarsh@fhes.org.uk German(MFL) Ms E Hockey ehockey@fhes.org.uk History Miss A McCann amccann@fhes.org.uk Maths Miss C Dockar cdockar@fhes.org.uk Music Mrs J Snedden jsnedden@fhes.org.uk Opening Minds Mrs Harms lharms@fhes.org.uk PE Miss C Slaney cslaney@fhes.org.uk Product Design Miss L Hookings lhookings@fhes.org.uk REAL Mrs A Rotherham arotherham@fhes.org.uk Science Dr D Mercone dmercone@fhes.org.uk

Heads of House

____________________________________________________________

House Head of House email Austen Mrs N Bailey nbailey@fhes.org.uk Brunel Mr M O’Donnell modonnell@fhes.org.uk Nightingale Mr D James djames@fhes.org.uk Owens Miss Y Jones yjones@fhes.org.uk Attendance Officer Mrs D Deans ddeans@fhes.org.uk

Diary Dates _______________________________________________________

Open Evening

15 October 2013

Photograph Day

10 October 2013

Parents’ Consultation Evening (4-8 pm)

30 January 2014

Key Stage 3 Reports issued (Interim)

w/c 10 March 2014

Key Stage 3 Reports issued (Full) w/c 23 June 2013

Year 8 Exams

w/c 7 July 2014

Art & Design _______________________________________________________ In Year 8 students will study the topics of Memories & Collections, Figure and Landscape. Projects are inspired by the study of a range of traditional and contemporary art work and contexts. Students will use sketchbooks to record research, develop ideas and observational work. They will experiment with a range of media and techniques (2D / 3D: drawing, painting, collage, printmaking, digital imagery, sculpture construction) Students will refine their skills to become competent visual communicators, working independently towards a final outcome. Units of work studied Autumn Term Spring Term Summer Term Memories & Collections Figure Landscape Assessment Autumn Term Spring Term Summer Term Half Term: Presentation of contextual & critical research and analysis (homework and class work tasks) - Sketchbook Assessment. End of Term: Observation drawing / painting – practical skill level.

Half Term: Presentation of contextual & critical research and analysis (homework and class work tasks) - Sketchbook Assessment. End of Term: Observation drawing /making – practical skill level.

Half Term: Observation drawing – practical skill level. End of Term: End-of-unit assessment.

Level Range: 3 - 5 Level Range: 4 - 6 Level Range: 4 - 7 Revision/support session days and dates Whole school Homework Club – Monday – Friday (LRC) Useful websites www.artcyclopedia.com www.ucreative.ac.uk (our art college) www.nationalgallery.org.uk www.tate.org.uk www.designmuseum.org Anticipated Educational Visits No visits are scheduled for Year 8 students at present.

Design & Technology _______________________________________________________ Design and Technology is taught to students during Year 8 enabling them to build on the foundation skills learnt in Year 7. Students rotate through the specialisms on a carousel system and experience each area of D&T. Health and Safety is taught in detail so that students gain confidence in use of the equipment and students are encouraged to be creative with their design ideas. Academic progress is tracked through each specialist area and students are encouraged to meet their MEG. Their MEG is set based on a series of baseline tests at the start of Year 7, judging their D&T ability. Units of work studied RM – Resistant Materials – Students will develop their skills in a workshop environment to create products of their own design using a selection of wood, metal and plastic in a safe manner. Textiles – Students develop their basic hand sewing techniques, are introduced to pattern making and fabric construction techniques. Students use the sewing machine with confidence for a variety of stitching styles and learn a range of decorative techniques. Food – Students continue to develop their practice in food safety and hygiene. Cook a range of dishes focussing on accurately following a recipe, preparation and safe working practices within a kitchen. In Food technology your child will need to bring a Tupperware box/container in for their practical lessons in order to take home what they have made in the lesson. Control– Students complete a module based on APP design. For more information, please refer to ICT and Computing. Assessment Assessment will be carried out for both practical work and theory work. A final National Curriculum level will be awarded at the end of each specialist project. Students will also have a mini test at the end of each project to determine their level of understanding and key knowledge gained. At the end of the year students will be assessed in their chosen specialism. Useful websites www.technologystudent.com www.bbcbitesize.co.uk VLE & student common area Anticipated Educational Visits No visits are scheduled for Year 8 students at present.

Clubs/Extra Curricular activities The department runs a variety of clubs which are advertised through the school bulletin.

Additional Information During the year your child will make a number of products that they may wish to take home, including food created in the lesson. Ingredients and materials are supplied, however a contribution towards the cost of materials would be gratefully received. If you are able to donate materials to the department please contact Miss Hookings. Please follow the department on Twitter: FHESDesigntech runs a variety of clubs which are advertised through the school bulletin.

Drama _______________________________________________________ Drama has an important role to play in the personal development of our students. The skills and qualities developed in Drama such as teamwork, empathy, leadership, risk-taking and creativity are assets in all study areas and areas of life. Drama stimulates the imagination and also allows students to explore issues and experiences - both global and personal - in a safe and supportive environment. Drama lessons are designed to cultivate an atmosphere of security, trust and concentration. Drama helps to promote self-esteem and provides students with confidence, leading to a sense of achievement, often regardless of academic ability. Drama enables students to prepare for the journey into adulthood and life beyond school. Course content studied Autumn Term Spring Term Summer Term Sparkleshark Melodrama and Pantomime

Evacuees Mask work

Hamlet

Assessment Autumn Term Spring Term Summer Term Creating = What ideas are given to the group? How do the students create the character? Performing = How well do students perform to their audience? Do they sustain their character? Do they use performance skills correctly? Responding = Students will complete a written evaluation to show their understanding of the topic and explain what skills they have learned. Each topic will be assessed using the same criteria.

Each topic will be assessed using the same criteria Expected levels for Year 8 are 4- 5.

Each topic will be assessed using the same criteria Expected levels for Year 8 are 4- 5.

Anticipated Educational Visits No visits are scheduled for Year 8 students at present. Clubs/Extra Curricular activities Drama Club School Production

English _______________________________________________________ The English course is constructed to enable students to benefit in three ways. Firstly, they develop their abilities in the key skills of English: speaking, listening, reading, writing and organisation. Secondly, they hone the skills needed for life through English lessons. For example, the ability to plan effectively, to handle several pieces of information at the same time, to understand instructions, to work under pressure, to make effective presentations, to listen and respond to others and to write in a range of forms. Finally, students develop as people during English classes. This includes learning to make informed choices, using their imaginations, experiencing a range of wonderful books and films, developing an awareness of issues that affect the world and acquiring the language needed to articulate their feelings. Year 8 English is taught in ability groups. In each half year there is a top band that works at a faster pace. The other students are mixed together in mainstream classes.

Course content studied

Unit of Study Literacy Focus & SPAG

Example assessment Focus

Autumn Term Novel

Range of texts available

*Skimming/Scanning *Summary skills *Finding info *Spelling *Connectives

*Answer questions on an extract from novel *Analysing the change in a character

Reading

Media Advertising

*Presentation skills *Adjectives *Subject specific vocab

*Create own advert and analyse own advert

Writing

Speaking & Listening Argue, Persuade,

Advise

*Persuasive techniques *Research *Note making

*Group debate *Dragons Den style presentation

Speaking & Listening

Charles Dickens – A Christmas Carol Christmas unit

*Finding information *Descriptive vocabulary

N/A Reading

Spring Term Multi Modal Texts Social networking,

websites and diaries and/or

travel writing

*Speech marks *Dash *Ellipsis *Punctuation for effect *Brackets

*Practise GCSE Information and Ideas exam question section B *Create series of diary extracts

Writing

Play Range of texts

available

*Role playing *Note making *Skimming/Scanning

*Analysis of extract from play

Reading

Shakespeare Midsummer Night’s

Dream

*Text structure *Performance of monologue

Speaking & Listening

Summer Term Creative Writing

Imagine, explore & entertain

(Teacher to choose genre)

*Adjectives *Speech punctuation *Commas *Paragraphs

*Write a story Writing

Poetry Analysis of ‘Other Cultures’ poems.

*Subject specific vocabulary

*Year 8 exam – analysis of Island Man

Reading

Chaucer Language change

*Role playing *Note making *Skimming/Scanning

*Telling of own Canterbury Tale *Perform a Canterbury Tale

Speaking & Listening

Assessment There will be three assessments per term; one reading assessment; one writing assessment and one speaking and listening assessment.

Revision and support These will be organised as and when needed. However, all of the staff in the English Department is always happy to help and support any student during lunch or after school if they feel they need it. Useful websites http://www.lovereading4schools.co.uk/parents http://www.bbc.co.uk/skillswise/english http://www.bbc.co.uk/bitesize/ks3/english/ Anticipated Educational Visits No visits are scheduled for Year 8 students at present. Star Reader In Year 7 and 8 students also visit the LRC once a fortnight to take part in Star reader. Star Reader encourages substantial differentiated reading practice to create strong readers. Based on each student's independent reading level, Star Reader helps teachers set personalised goals for each student, and guide students to books difficult enough to keep them challenged, but not so difficult to cause frustration.

In addition, Star Reader helps teachers monitor students' vocabulary growth, literacy skills development, and other reading skills.

Students will be required to read their Star Reader book every day at home and also bring their book to every English lesson.

Geography _______________________________________________________ Year 8 Students will get three Geography lessons taught over two weeks throughout the year. Students will be taught a wide range of skills from questioning to enquiry and thinking skills whilst looking at relevant and current Geographical topics and issues. Students will study Restless Earth, Population and Hurricanes and Tornadoes. Units of work studied Autumn Term Spring Term Summer Term Restless Earth

- What are plate tectonics?

- What happens when volcanoes erupt?

- What is an earthquake?

- How have different countries been affected by tectonic hazards?

Students gain a basic understanding of tectonic processes. Students will learn how tectonic plates move and investigate tectonic disasters by looking at case studies. Students will compare developing and developed countries preparedness.

Population - Where is population a

problem? - Why is population a

concern for countries? - What is migration? - How can countries

control population growth – China’s ‘One Child Policy’

Students start off by looking at world population trends and then focus in on certain issues. Students will look at urban issues and how countries control the size of their population.

Hurricanes and Tornadoes - How do they form? - Hurricane and tornado

case studies. - How can people

prepare against extreme weather?

- Is extreme weather becoming more frequent?

This topic gives students a basic understanding of how hurricanes and tornadoes occur. Students will look at case studies of each phenomenon and become aware of how best to protect places prone to these disasters.

Assessment Autumn Term Spring Term Summer Term Yellow sticker, essay style*;

- ‘How do tectonic plates move?’

- ‘Compare the differences in effects of two earthquakes you have studied and suggest reasons for this’.

*subject to change

Yellow sticker, essay style*;

- ‘What have been the positive and negative effects of China’s ‘One Child Policy’ and why was it brought in?’

- ‘Using examples explain the costs and benefits of migration.’

*subject to change

Yellow sticker, essay style*; - ‘How can people living in areas prone to atmospheric disasters be best prepared?’ *subject to change

Anticipated Educational Visits No visits are scheduled for Year 8 students at present. Useful websites

• Follow @FHESGeog on Twitter to keep up to date with all of the latest geographical news articles and also homework that is set.

• Google Earth Restless Earth

• http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/tectonic_plates_rev1.shtml - Information on the structure of the Earth and tectonic plates

• http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/earthquakes_rev1.shtml - Information on earthquakes

• http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/volcanoes_rev1.shtml - Information on volcanoes Population

• http://www.bbc.co.uk/schools/gcsebitesize/geography/migration/ - Information on migration and the different types of migration.

• http://www.bbc.co.uk/schools/gcsebitesize/geography/population/managing_population_rev3.shtml - Information on China’s One Child Policy

• http://www.bbc.co.uk/schools/gcsebitesize/geography/population/ - General information on population issues around the World. Hurricanes and Tornadoes

• http://tornado-facts.com/ - Tornado facts • http://news.bbc.co.uk/1/hi/in_depth/5328524.stm - How tornadoes form • http://www.bbc.co.uk/schools/gcsebitesize/geography/weather_climate/weather_hu

man_activity_rev1.shtml - Hurricane Katrina case study • http://www.bbc.co.uk/bitesize/ks3/geography/physical_processes/weather_climate/r

evision/10/ - How hurricanes form

History _______________________________________________________ After developing the basic historical skills in Year 7 we extend and develop these in our Year 8 course. This is a broad overview of key aspects of history from 1500-1900, and not just the traditionally challenging Industrial Revolution! We follow similar themes to Year 7, such as empire and kingship, but through a worldwide perspective. Units of work studied Autumn Term Spring Term Summer Term Why were Europeans mad about Empires? Firstly we examine the development of ‘Great Britain’. Secondly we study the world wide empire culture which develops in this period, comparing the Spanish and British Empire.

Did the King deserve to lose his head? We analyse the English Civil War by examining the 4 charges against Charles I and deciding if he should have been sentenced to death or not.

How much changed from 1500-1900? This is the traditionally dull topic of the Industrial Revolution rejuvenated by looking at the changes through the social impact and competing to find the best inventor of the age.

Assessment Autumn Term Spring Term Summer Term How did Cortes conquer the Aztecs? 3 questions on the Spanish conquest of the Aztecs. Students can achieve between level 4 and 7, with the average for this assessment being a level 5.

Should Charles I lose his head? Students create a speech, which can be written or spoken, to convince the court to save or condemn the king. Students can achieve between level 4 and 7, with the average for this assessment being a level 5-6.

Was the Industrial Revolution a good thing? This is a sources based exam when the students explore the consequences of the industrial Revolution and decide if they are more positive or negative. Students can achieve between level 4 and 7, with the average for this assessment being a level 5-6.

Revision/support sessions We offer drop in sessions when assessment are planned where students can pop in if and when they need support.

Useful websites Horrible Histories TV programmes or books are a really useful starting point. The following websites can also be useful: http://www.chiddingstone.kent.sch.uk/homework/history/index.html http://www.schoolhistory.co.uk/ http://www.historylearningsite.co.uk/ http://www.nationalarchives.gov.uk/education/empire/ http://www.understandingslavery.com/ http://www.spartacus.schoolnet.co.uk/CivilWar.htm Clubs/Extra Curricular activities None currently offered but watch this space Anticipated Education Visits We are planning to visit the National Army Museum in Chelsea for a practical demonstration on the weapons and tactics of the English Civil War. This should cost around £10, which is based on the cost of the coach.

ICT & Computing _______________________________________________________ Following the recent announcement by Michael Gove that the National Curriculum for ICT was being suspended we have taken the opportunity to create an exciting new scheme of work. Students will still learn the traditional office skills such as spreadsheet modelling and database interrogation but they will also have the opportunity to use more engaging and relevant software. Units of work studied Unit Title Description Free Software to use at Home

1) Flash animation Students will use Adobe Flash to create an animation suitable for the internet.

A free trial of Dreamweaver and Flash can be downloaded here: http://adobe.ly/KD2J7P  

2) Web Design Students learn to use Adobe Dreamweaver to create a functional website.

A free trial of Dreamweaver and Flash can be downloaded here: http://adobe.ly/KD2J7P

3) Weather Station Students will collect data using the school’s weather station and use spreadsheets to analyse the data. Students will have the opportunity to use more advanced spreadsheet features in this unit.

4) Digital Imaging Students will use Adobe Photoshop to create a magazine cover.

 

5) APP Development In technology, Students will learn to use App Inventor to create Android compatible mobile Applications. In ICT lessons we will use Adobe Flash to create apps.

http://www.appinventor.mit.edu/

Assessment

Each unit of work will have two teacher assessment points: mid-unit and end of unit. The mid-unit assessment will give students formative feedback which they can then act upon to improve their overall level which will be assessed at the end of the unit. All feedback will be via stickers. Students will each have assessment ‘sticker albums’ to record their feedback. In addition to the teacher assessments, their work will be self assessed and peer assessment stickers will be completed for each unit of work. There will be a prize for the most thoroughly completed ‘sticker album’ in each class at the end of the academic year. Useful websites

• Follow us on @fhesict • The complete scheme of work will be available on the VLE (there will be a delay whilst

we transfer resources to a new VLE)

Extra-curricular Activities The ICT department runs two catch-up/homework support clubs on a Monday and Wednesday in room 044 from 15:15 -16:15. We will also be running a game making and programming club (days to be confirmed) where we hope to give students access to Raspberry Pis (http://www.raspberrypi.org/). The programming language we will be using is called Python and can be downloaded for free: http://www.python.org/ Anticipated Educational Visits No visits are scheduled for Year 8 students at present.  

Mathematics _______________________________________________________ Mathematics is important in everyday life and we all use Maths everyday. Your child will find that many jobs require an understanding of mathematical concepts. Most subjects use ideas encountered in Maths. Maths is a core subject and it is therefore compulsory and is studied up to school leaving age. Studying Maths will allow your child to develop the following skills:

• Problem solving. • Logical reasoning. • The ability to think in abstract ways.

During Year 8 your child will build on knowledge gained in previous years. They will learn how to understand:

• Number and algebra - this includes numbers and the number system, calculations, ways of problem solving and algebra.

• Shape and space - measure, shape and co-ordinates. • Handling data - working out which questions can be answered by collecting data,

processing it and working out what it tells us in answer to the original questions. • Using and applying Mathematics - solving increasingly demanding problems, including

problems that call for them to think through several steps. Units of work studied Autumn Term Spring Term Algebra 1 Shape 1

BIDMAS

Conversion Graphs

and Travel Graphs

Coordinates and Straight line

graphs Sequences Inequalities

Names and

Properties of 2D and

3D Shapes

Perimeter and Area

Circles

Surface area and

volume

Constructions, plans and elevations and Loci

Number 1 Data 1

Fractions Decimals Percentage

Converting between

FDP

Ratio

Bar Charts/ Pictograms and stem and leaf

Questionnaires and analysis

Mean Median,

Mode and Range

Scatter Graphs and Pie Charts

Summer Term Algebra 2 Shape 2

Simplifying Substitution Solving

Angles Reflection

and Symmetry

Rotation Translation

and Enlargement

Assessment Autumn Term Spring Term Summer Term Assessments to test all topics covered in a half term take place in the penultimate week of the half term, leaving time to recap/consolidate following results levels which can be achieved: 2c-7a

Assessments to test all topics covered in a half term take place in the penultimate week of the half term, leaving time to recap/consolidate following results levels which can be achieved: 2c-7a

Assessments to test all topics covered in a half term take place in the penultimate week of the half term, leaving time to recap/consolidate following results levels which can be achieved: 2c-7a

Anticipated Educational Visits Two Year 8 students will be chosen for the UK Team Maths Challenge to compete at a regional venue and represent the school. Some Year 8s will have the opportunity to take part in the UK Maths Challenge in School. A group of Year 8 students will have the opportunity to explore the Maths used at Epsom Racecourse on a visit to the site. Useful websites

• www.bbc.co.uk – bitesize revision and Maths games • www.coolmath.com. This fully interactive site and allows the user to sharpen basic

math skills, play games and explore new math concepts. • http://www.s-cool.co.uk/gcse/Maths • http://revisionworld.co.uk/gcse-revision/Maths • http://nrich.Maths.org/6950 • www.eMaths.co.uk • www.myMaths.co.uk • SAM learning – login via school

Enrichment reading • “Innumeracy” by John Paulos, Farrar-Straus edition, 2001 • “Life by the Numbers” by Keith Devlin, John Wiley and sons. • “How Maths works” by Carol Vordeman, Dorling Kindersley Limited. • “How Puzzling” by Charles Snape and Heather Scott, Cambridge University Press. • “Maths Curse” by Jon Scieszka and Lane Smith, Puffin Books. • “Murderous Maths” series by KjartanPoskitt, Scholastic. • “How Long is a Piece of String?” by Rob Eastaway and “Why Do Buses Come in

Threes?”Robson Books. • “1089 and all that” by David Acheson, Oxford University Press. • “The Parrot's Theorem”: A Novel by Denis Gued

Places to visit Mathematics World UK The London mathematical Society The Science Museum

Activities to do at home: • Encourage your child to practice mental arithmetic- working out change in shops and

using their tables. • Encourage your child to play number, board and card games. Darts also gives good

arithmetic practice. Equipment for Maths Please make sure your child is properly equipped for Maths - they should have a ruler, protractor, compass, calculator, pen, pencil and their Maths books for every lesson.

Modern Foreign Languages (MFL) _______________________________________________________ Throughout Year 8, students will develop the ability to:

• Listen to and understand short extract in the target language • Speak and converse in the target language • Read and understand texts in the target language • Write extended passages in the target language

Language learning develops a number of key skills such as listening, presenting, analysing, interpreting and communication skills. 8CP/DE4 and 8UE/FR3 are top sets and will study both French and German. 8CP/DE3 and 8CP/DE2 will be mixed ability and will study both French and German. 8UE/FR2 is a set 2 and will study both French and German. 8CP/DE1 will be a smaller group where students only study German to give them extra time and support to achieve. 8UE/FR1 will be a smaller group where students only study French to give them extra time and support to achieve. Course content studied French Autumn Term Spring Term Summer Term My School Subjects and opinions Time and timetables School uniform Description of schools School rules Break time activities Schools in France

Leisure Sports Hobbies Weather

Holidays Countries Accommodation Transport Holiday activities

German Autumn Term Spring Term Summer Term Leisure Sports Hobbies Weather

Holidays Countries Accommodation Transport Holiday activities

Where I live My house My bedroom Daily routine Chores My town Directions Activities in the town

Assessment All four language skills will be assessed continually throughout the year, with formal assessments in all skills taking place at the end of each unit. This allows for progress to be monitored and checked as part of an ongoing process to inform learning rather than simply as a means of measuring it at the end. Autumn Term Spring Term Summer Term French: My School German: Leisure

French: Leisure German: Holidays

French: Holidays German: Where I live End of year 8 exams

Revision/support sessions days and dates Mondays 3-4 pm will be a drop-in session for those requiring additional support with learning and homework. It will also be open to those students who wish extend and further their learning. Useful websites French and German: www.linguascope.com (username: heathend, password: fhesmfl) www.languagesonline.co.uk www.bbc.co.uk/languages French only: www.wildfrench.co.uk www.atantot.com www.bonjour.org German only: www.klar.co.uk(password: fhesmfl) Clubs/Extra Curricular activities Anticipated Educational Visits Trips to Paris, France and Rheinland, Germany are offered to students in years 8 and 9.

Music _______________________________________________________ We are surrounded by music in our everyday lives. Learning about different styles, cultures and traditions in music are all important elements of KS3 lessons as well as looking into how pieces of music are composed. Throughout KS3 music we concentrate on the key skills needed for everyday life: communication, confidence, team working and presentation. As well as these we add musical skills of note reading, performing, listening and appraising. Units of work studied Autumn Term Spring Term Summer Term Class Concert Music Notation Keyboard Skills – C major scale. Chords. Major and Minor

African Music Song Writing

Opera and Musicals The Planets Suite

Assessment Autumn Term Spring Term Summer Term Concert = Performing/Evaluating. Up to level 6 Notation = written assessment. Up to Level 6 Keyboard = Performing/Evaluating. Up to Level 7

African Music = Composing/ Performing/ Evaluating. Up to Level 7 Song Writing = Composing/ Performing/ Evaluating. Up to Level 7

Operas and Musicals = Composing/ Performing/ Evaluating. Up to Level 7

Useful websites www.bbc.co.uk/music/ www.youtube.com Examples of studied genres. www.dsokids.com The orchestra explained. Music Theory Online | Music Theory | Learn Music Theory Online | Music Theory Videos | Music Theory Guy

Step by step Music theory guide Clubs Extra-curricular activities Steel Pans Choir Band School Production Anticipated Educational Visits No visits are scheduled for Year 8 students at present

Physical Education _______________________________________________________ Physical Education is taught as part of the government’s directive that all secondary schools deliver two hours of physical activity a week; Farnham Heath End School meets this requirement. Physical Education promotes a practical learning experience which is both stimulating and exciting, in addition to providing the opportunity to challenge all students. What skills will my child develop? Students will experience and develop a variety of skills, which can be translated through and benefit the whole school curriculum. Social skills which include co-operation, communication and learning to respect others and themselves, are part of all activities. Motor skills of specific sports will be developed. Students will gain an understanding of health and fitness and the importance of these in maintaining a healthy lifestyle and promoting fitness for life. They will also be given the opportunity to officiate and lead a group.

Units of work studied The Physical Education curriculum is divided into Autumn/Spring/Summer activities and wherever possible we have a boy/girl split. Year 8 will be taught and assessed in the following sports; In addition to the curriculum above, students have the opportunity to extend their knowledge and understanding of activities through the extensive extra-curricular timetable, available at Farnham Heath End School. Activities available include Basketball, Dance, Hockey, Netball, Rugby, Football (girls and boys), Table-tennis, Cricket, Rounders, Athletics, Trampolining and Boxing. Local fixtures and tournaments are arranged for students to experience an element of competition.

BOYS GIRLS

AUTUMN RUGBY NETBALL

GYM HOCKEY

SPRING BASKETBALL GYM

HOCKEY DANCE

SUMMER ATHLETICS ATHLETICS STRIKING

&FIELDING STRIKING & FIELDING

Useful websites Students should be encouraged to become familiar with the components of a healthy lifestyle and a balanced diet; this will increase their understanding of fitness for life. Why not visit: www.brianMac.co.uk www.teachpe.com www.bbc.co.uk/schools/gcsebitesize

Clubs Extra-curricular activities There are a variety of clubs and teams that students can get involved in. Check with the PE staff to see what teams you can sign up to. Anticipated Educational Visits No visits are scheduled for Year 8 students at present

REAL _______________________________________________________ REAL stands for Religious Education and Life Issues, and delivers students a combination of religious and philosophical education, alongside topics in the spring term which cover the personal, social, health, economic and citizenship education elements of the national curriculum. REAL will continue to principally develop student’s appreciation and understanding of themselves and the world around them, as well as many high level thinking skills and processes including analysing, empathy, investigation, interpretation, application and expression. Units of work studied Autumn Term Spring Term Summer Term Christianity and the Bible- what does it mean to be a Christian today? How is the Bible relevant to Christians today? Is faith compatible with science?- a philosophical approach to exploring the big questions, culminating in students expressing their own ideas and beliefs. Is faith worth dying for?- an exploration of the concept of martyrdom and how this has influenced and shaped religion and our world.

Drugs awareness- students will develop knowledge and understanding of both legal and illegal drugs and their effects. The unit will focus on risk behaviours, including binge drinking, and the effects of this on both individuals and society. Action on discrimination- an exploration of issues surrounding different types of discrimination, the roots of discrimination as well as inspirational groups and individuals who have successfully challenged discrimination. Sex and relationship education- age appropriate lessons which focus on awareness of sex and the law, HIV and AIDs and sexual identities.

Judaism and sanctuary- a philosophical approach to the concept of sanctuary and how this has changed historically in light of significant world events, namely the Holocaust. Is religion a good thing?-a chance for students to explore controversial issues surrounding religion, focusing on the portrayal of religion in current affairs.

Assessment Autumn Term Spring Term Summer Term Christianity and the Bible- RE national curriculum levels 3-8. Is faith compatible with science? RE national curriculum levels 3-8.

Action on Discrimination-Citizenship national curriculum levels 3-8.

Judaism and sanctuary- RE national curriculum levels 3-8. End of year 8 exam- a formal summative assessment, based on key themes that students have studied throughout years 7 and 8.

Note: Students are continually assessed on a formative level throughout the school year by their subject teacher, including in relation to their written work in their books and their participation in oral and group work. Anticipated Educational Visits As a department we work closely with Cohesion, a local Christian based youth group, who will at times come in to lessons and deliver workshop style learning opportunities for the students. In year 9 students will have the opportunity to take part in a trip to the Holocaust Exhibition at the Imperial War Museum which will extend their learning from the Judaism topic. We cannot offer this trip in year 8 because of the age restrictions on the exhibition. Useful websites http://www.bbc.co.uk/schools/religion/ http://www.bbc.co.uk/newsround/ http://www.avert.org/ (HIV and AIDs education website). http://www.request.org.uk/main/bible/bible00.htm (All about the Bible) http://www.faradayschools.com/ (Science and religion). Follow our department on Twitter- @fhesREALPCHE to keep up to date with the latest department news. Clubs/Extra Curricular activities An opportunity will arise during the year to take part in ‘REAL subject champions’; a chance for students to have a real say in their lessons and studies, and to work collaboratively with teachers in planning new and exciting teaching and learning activities.

Science _______________________________________________________ Science in Year 8 continues to focus on developing safe techniques to use in the laboratory and an awareness of the risks associated with using apparatus and chemicals. Students are shown how to use scientific method to investigate how to collect and analyse data, draw conclusions and evaluate their methods. They study how science works in everyday situations and how we can explain this using scientific theory, while using practical work to support this theory. Units of work studied

Autumn Term Spring Term Summer Term Respiration and Circulation Looks at respiration and the breathing system as well as the blood and circulatory system. Heating and Cooling Looks at conduction, convection and radiation. Atoms, Elements, Compounds and Mixtures. Looks at the difference between these terms and what happens in chemical and physical change.

Food and Digestion Looks at food groups and their uses in the body. The unit also looks at the process of digestion. Rocks and Weathering Looks at different rock types as well as weathering, erosion and transportation. Light Looks at the properties of light, how it travels, how it interacts with various objects and spectra.

Reproduction and Inheritance This unit looks at the male and female reproductive systems, fertilisation, pregnancy and birth. It also looks at the mechanism for inheriting characteristics and selective breeding. Magnets Looks at magnets, magnetic materials and electromagnets and their uses. Sound Looks at the properties of sound waves and their detection by exploring the structure of the Human Ear. Microbes Looks at microbes, their uses and diseases they may cause. The unit also looks at how the body defends itself and the process of vaccination.

Assessment Autumn Term Spring Term Summer Term End of Unit Assessment Assessment based on unit of work to assess strengths and sets targets for improvement. End of Term Test Test covering all work studied

End of Unit Assessment Assessment based on unit of work to assess strengths and sets targets for improvement. End of Term Test Test covering all work studied

End of Unit Assessment Assessment based on unit of work to assess strengths and sets targets for improvement. End of Term Test Test covering all work studied

this term.

this term.

this term.

Useful Resources Boardworks – Slides covering the scientific content of all the topics, accessed in school and via the VLE. Websites: www.bbc.co.uk/bitesize (Science website with revision and tests) www.docbrown.info (Chemistry website) www.skibermonkey.org (Science website) Books: Students can benefit from using a KS3 Revision guide; we suggest the CGP series of guides. Class teachers are able to give more details. Anticipated Educational Visits No visits are scheduled for Year 8 students at present