Departmental Curriculum...

Departmental Curriculum Planning Department: Art Subject: Art Key Stage: 3 Year Group: 8

Module 1 Module 2 Module 3 Programme of Study Topic (s) studies Key skills taught / developed / assessed

Culture 3D ceramic: 15 weeks. Autumn

term

● Be able to selectively research the chosen culture.

● Understand and have the ability to follow a project brief.

● Understand and be able to apply cultural imagery and patterns to their own design work.

● Be able to identify distinct characteristics of the chosen culture.

● Develop an understanding of the cultural society.

● Have the ability to produce a piece of clay work .

● Be able to select suitable colours to decorate the final clay work.

● Be able to successfully and skilfully paint the final outcome, colour mixing successfully and using tones of colour.

● Be able to comment on the research and practical work undertaken and thoughtfully annotate the sketchbook.

● To be able to evaluate work

MAN MADE

Observational studies investigation and artist

research: spring term.

● Be able to understand the difference between natural, human and manmade objects.

● Observe and recreate shape, form, tone and shade as well as understanding proportion and markmaking techniques.

● Be able to identify distinct characteristics and style of the chosen art movement.

MAN MADE

Observational studies developed into Mixed

media work: summer term.

● Have the ability to design and create a mixed media piece or pieces of work, which are clearly influenced by the study of their chosen artist.

● Be able to select and use appropriate materials, tools and techniques in order to create a successful outcome.

● Be able to present all their research neatly in their work journal or on a research board.

● Be able to comment on and carefully annotate their collected research.

● Students will be assessed on their ability to understand and apply cultural designs and imagery to create designs for 3D work.

● To be able to use a variety of clay/ textile techniques in the production of a piece of decorative clay..

● This will be assessed against KS3 stages ● Pupils will also employ methods of

selfevaluation half way through and at the end of the project.

● Students will be assessed on their ability to observe, understand and recreate form and shape in proportion and to apply a range of markmaking techniques in order to visually explain the object (s) they have studied.


● This will be assessed against KS3 stages. Pupils will also employ methods of selfevaluation half way through and at the end of projects.

● Students will be assessed on their ability to observe, understand and recreate form and shape in proportion and to apply a range of markmaking techniques in order to visually explain the object (s) they have studied.


● They will then develop observational studies in a mixed media piece produced as a direct result of the understanding of the shapes and forms of the objects of study. .

● This will be assessed against KS3 stages. Pupils will also employ methods of selfevaluation half way through and at the end of projects.

Departmental Curriculum Planning Department: Science Subject: Biology Key Stage: 3 Year Group: 8


What happens to our food

Digestive systems

Enzymes

Factors effecting enzymes

Absorption into the blood

Ke Key Skills:

Biological models

Biological writing

Design of experiments considering

variables and repeats

Worshipping plants Photosynthesis

Plant organs and adaptations

Transport within plants

Leaves and adaptations Investigating photosynthesis rate A world we cannot see

Types of microorganism

Uses of microorganisms

Factors effecting population size

Microorganisms that causes disease Transmission of microorganisms

Primary defences against disease

Key Skills:

Worshipping plants

Use of biological terminology

Design of experiments considering variables and

repeats

Experimental observations

Writing conclusions

A world we cannot see

Using scales

Aseptic technique

Risk assessments

Design of experiments considering variables and

repeats

Writing conclusions

Celebrating differences

Classification of organisms

Types of variation and causes

Selective breeding

Genetic modification

A living world around us (6)

Populations and communities

Distribution of living things

Adaptations of organisms

Food chains and pyramids

Predator and prey population changes

Key Skills:


Presenting data in tables and graphs

Analysing data and describing patterns

Writing conclusions

Constructing arguments

A living world around us

Biological writing

Ecological sampling

Assessment Opportunities ● Minimum of 2 assessment tasks

per 10 week module

● Variables

● Using repeats in experimental

work

Worshipping plants

Biological writing using key terminology

Using observations and drawing conclusions

A World we cannot see

Variables

Using repeats in experimental work


Graph drawing and analysis

Biological writing using key terminology

A living world around us

Writing conclusions

End of year assessment

Departmental Curriculum Planning Department: Science Subject: Chemistry Key Stage: 3 Year Group: 8


Key question: How can we explain what we can’t

see?

In this module, students will develop their

understanding of the particle model from year 7 and

apply it to the observed phenomena of dissolving and

separation. The use of separation methods such as

chromatography and distillation is extremely

important in the production and identification of

chemicals including pharmaceuticals.

Key skill:

Developing and using models

Other skills

Writing to describe and explain Problem solving

Practical skills are developed through this module and

include:

Working with others Planning an investigation

● Key question: What is pure?

● Through this module, students will develop

their understanding of the particle model

and reactions from year 7 and apply it to

the study of elements and compounds.

They will learn how we use symbols and

formulae to represent elements and

compounds and what these mean. They

consider the differences between mixtures

and compounds and revisit the formation

of compounds using the example of

combustion. They also consider how

compounds can be split apart using the

example of electrolysis of water. These

ideas are linked to combustion of fuels in

burning and the potential of hydrogen as a

fuel for vehicles of the future.

● Key skill:

Looking for patterns

● Other skills: Writing to describe and explain Representation of information in different formats e.g. graphic organisers and word/symbol equations

● Practical skills are developed through this module include:

Recording data Representing data graphically including line of best fit and identifying anomalies Drawing conclusions

● Key question: Are acids bad?

● Through this module, students develop

their understanding of chemical reactions

through the application to real life

examples. They will learn about the

strength of acids and how this is measured.

They will then consider reactions of acids in

neutralisation and the production of salts

as useful chemicals.

● Key skill: Obtain, evaluate and communicate

information

● Other skills: Writing to describe and explain Oral presentation skills

● Practical skills are developed through this module and include:

Working safely and assessing risk Following instructions Recording data Representing data graphically Drawing conclusions Planning investigation


per 10 week module

● Separating mixtures assessment – demonstrating their understanding of the separating techniques and how they work on a particulate level

● Separating mixtures assessment – demonstrating their understanding of the separating techniques and how they work on a particulate level

● Acids assessment – obtaining and evaluating evidence and communication skills

● Skills in oral presentation

● Written assessment of knowledge and

understanding through a test which will

include comprehension, recall and

interpretation questions


understanding through a test which will

include comprehension, recall and

interpretation questions


understanding

Departmental Curriculum Planning Department: Design & Technology Subject: Design & Technology Key Stage: 3 Year Group: 8


Project may not be taught in this order as it depends on workshop availability.

Electronics project designing and making an amplifier circuit and housing.

● Pupils learn about basic electronic components, how to safely solder a PCB.

● Look at the evolution of products over time in response to technology push and pull.

● Research client needs/specifications. ● Research manmade timbers. ● Develop CAD skills to design and

make the housing unit to contain the PCB.

● Test and evaluate the final product linking in the user.

Frosted glass project

● Research biomimicry as a source for design influence.

● Research the 6R’s and link to project.

● Design ideas and development of design .

● Develop CAD skills and learn how to cut and apply vinyls to glass.

● Present design work in a creative way.

● Learn how to sand blast onto glass.

●


per 10 week module

● Assessed for research and design skills.

● Making skills.

● Assessed for making skills.

● Graphical communication and presentation skills.

End of year exam

●

Departmental Curriculum Planning

Department: English Subject: English Key Stage: 3 Year Group: 8


The novel and the gothic: Woman in Black

(T/M13) or The Prince of Mist (M/T45)

Key skills:

understanding of the social and

historical context of the novel;

retrieving and summarising

information;

selecting evidence;

comprehension skills;

making and explaining inferences;

application in PEE/PEEL chains;

understanding of the genre

conventions of the gothic

sentence variety;

exploration of characterisation, plot

themes and motifs;

selecting and using appropriate and

effective descriptive vocabulary;

SPaG/literacy skills.

‘Romeo and Juliet’ and Romantic poetry (all

sets).

Key skills:

understanding of social and

historical context, including of the

Romantic Period and influence of

patriarchal society;

making and explaining inferences

and exploration of alternative

interpretations;

explaining the thoughts and feelings

of writers;

developing knowledge of analytical

writing – using PEE/PEEL paragraphs;

exploration and analysis of poetic

devices used in range of war poems;

SPaG/ literacy skills.

● Nonfiction: Newspapers and the

media (all sets).

Key skills:

developing understanding of

purpose and audience;

developing knowledge of analytical

writing – using PEEL paragraphs;

understanding of the influence of

bias in the media;

developing understanding of

presentational devices;

conventions of broadsheets and

tabloids;

sentence variety;

selecting appropriate and effective

vocabulary;

analysis of the conventions of

writing to inform and explain.

SPaG/literacy skills.


per 10 week module

● Writing assessment: Writing to describe.

● Reading assessment: Analytical essay based on a piece of persuasive writing.

● Practise assessment: To be decided by the teacher.

● Writing assessment: Writing to persuade.

● Reading assessment: Comparison essay on unseen Shakespeare extract and poem.


● Writing assessment: Writing to inform and explain

● Reading assessment: Analytical essay based on a newspaper extract.


Departmental Curriculum Planning Department: Food Subject: Food Preparation & Nutrition Key Stage: 3 Year Group: 8

Module 1 Module 2 Module 3 Programme of Study 6 x 75 min lessons delivered in a block at some point across the year, not necessarily in line with modules. Topics covered, Key skills taught / developed / assessed

● Food preparation skills + cooking

techniques

● Planning and Evaluation

● Food Nutrition

● Food Safety

● Food Science

● Food Choice

● Food Provenance

● Build on knowledge of how to be safe and hygienic when preparing food, how to use our senses to describe food , practical skill, use of

different equipment, cooking methods and evaluation techniques through focussed practical tasks (mostly savoury)

● Develop knowledge of healthy eating and how to apply it in practice – Eatwell guide, government guidelines, energy balance, nutrition,

consequences of poor diet.

● Extend knowledge of the different roles played by ingredients in food products, their working properties, chemical processes , the

range available via practical cooking tasks

● How to develop and modify recipes and planning to allow for preferences, dietary needs

● Understand how to consider different options when shopping and how to budget for a shop

● Packaging and labelling to highlight and apply nutritional + food provenance knowledge, effect on food choice


per 6 week block

● Practical Assessment – safe, hygienic, organised food preparation and cooking skills, presentation

● Extended homework – Research task linked to nutrition

Departmental Curriculum Planning Department: MFL Subject: French Key Stage: 3 Year Group: 8


T’es branché(e)?

● Talking about television programmes

● Present tense of er verbs

● Talking about films

● Present tense of avoir and être ● Talking about reading

● ir and –re verbs present tense

● Listening/reading/speaking and writing

developed within each subtopic

T’es branché(e)?contd)

● Talking about the internet

● The perfect t

Paris, je t’adore! ● Saying what you did in Paris

● The perfect tense of regular

verbs

● Saying when you did things

● The perfect tense of irregular

verbs

● Listening/reading/speaking

and writing developed within each

subtopic

Paris, je t’adore!(contd)

● Understanding information about a

tourist attraction

● C’ ét ait and je trouve ç a to introduce

opinions in the past

● Saying where you went and how

● The perfect tense with être ● Asking questions with the perfect tense

● ‘who has stolen the Mona Lisa?’

Interviewing a suspect

Mon identité ● talking about personality ● adjectival agreement ● talking about clothes ● the near future tense ● le vent et le soleil ● Listening/reading/speaking and writing

developed within each subtopic


per 10 week module

● Students are assessed

regularly through vocabulary and

grammar tests

● Write about what you think of

tv, and films

● Write/talk about what you

think of books

● 10 week test listening writing and

grammar

● Students are assessed

regularly through vocabulary and

grammar tests

● Write about what you do on

line including the past tense

● Write about a visit to Paris or

another big city

● 10 week test reading/speaking and

grammar

● Students are assessed regularly

through vocabulary and grammar tests

● Imagine you are a star you live in

Paris but last weekend you went to New

York. Write your blog

● Give a presentation about a real

or imaginary visit to Paris or another big

city

● Summer exam on all topics covered

through the skills of

listening/reading/speaking and writing as

well as a grammar exam

Departmental Curriculum Planning Department: MFL Subject: German Key Stage: 3 Year Group: 8


● Hallo

Introducing yourself

Saying how old you are

Saying where you live

Alphabet

Birthday

Christmas in Germany

Phonics

Present tense

● Familie und Freunde

Giving information about family members

Describing people’s appearance

Talking about people’s characteristics

Pets

Definite and indefinite article

Possessive adjectives mein / dein

Adjectives with nouns

Plurals

● Schule

Giving opinions about school subjects

Talking about your timetable

Telling the time

Talking about what you eat and drink at break

Describing your uniform

Fairy tale Rotkappchen

Past tense


per 10 week module

● Vocabulary tests

● Written paragraph about self

● Sentence translations


● An email to a German penfriend all about family

● sentence translations


● Speaking presentation about your school using 2 tenses

● Short prose translations

Departmental Curriculum Planning Department: Geography Subject: Geography Key Stage: 3 Year Group: 8


Population and settlement ● Population growth and changes

● What are population pyramids? Why are

they useful?

● How can population growth be managed?

China One Child Policy

● Population investigation – Which country

has the highest / lowest natural increase

and why?

● Population challenges in the UK –

challenges of an ageing population

● Where are cities growing fastest and why?

Rural – Urban Migration in LEDC – Case

Study Kenya

● What is life like in a slum settlement? Case

study Kibera

● Shanty town assessment – How can life be

improved for Shanty Town dwellers

● Why are less people living in cities in

MEDC’s? Counterubanisation

● International migration – Barcelona case

study

Key skills taught / developed / assessed

● Extended writing ● Writing for persuasion – migration letter ● Interpreting models, graphs, population

pyramids ● Enquiry / investigation skills ● Accurate use of geographical terminology

Tourism

● What is tourism and different types of

tourism

● Growth of the tourism industry – changes

in tourism patterns

● Investigation – family research on changing

holiday patterns

● Tourism in Spain – advantages and

disadvantages

● Decline of tourism in the UK – case study

Whitley Bay

● Assessment – breathing new life into

Whitley Bay

● Tourism in the UK – National Parks

● Future of Tourism Ecotourism

Key skills taught / developed / assessed

● Extended writing

● Interpreting models, graphs, numerical

data

● Enquiry / investigation skills

● Accurate use of geographical terminology

Weather and climate

● What is weather? How is it measured

● Weather forecasting and interpreting

synoptic charts

● Why does it rain and what are the different

types of rainfall?

● What is the weather associated with low

pressure systems – depressions

● What is the weather associated with high

pressure systems – anti cyclones

● Depressions assessment – sequence and

predicting the weather

● Differences between weather and climate

● UK vs Spain – what is a Mediterranean

climate?

● What are microclimates and microclimate

investigation

● What is extreme weather?

Key skills taught / developed / assessed ● Extended writing

● Interpreting models, graphs, numerical

data

● Enquiry / investigation skills

● Accurate use of geographical terminology


per 10 week module

● Investigation – which country has the

fastest / slowest growing population and

why?

● Life in a Shanty Town assessment – budget

task on improving the lives of Shanty Town

residents

● Extended writing opportunities – Success of

the China One Child Policy and benefits of

an ageing population

● China One Child Policy Mystery

● End of year summative test

● Investigation – how have holiday

destinations changed (family research)

● Written assessment Breathing new life

into Whitley Bay

● Extended writing opportunities – is Tourism

good for Spain?

● Tourism decline in UK mystery

● Extended writing – location of eco island

eco resort


● Investigation – does our school have its

own microclimate?

● Written assessment – describing the

sequence of a depression and predicting

the weather


Departmental Curriculum Planning Department: History Subject: History Key Stage: 3 Year Group: 8

Module 1 Module 2 Module 3 Programme of Study

● Topic (s) studies

● Key skills taught / developed /

assessed

In Year 8 students will develop their knowledge and understanding of the 17th, 18th and 19th Centuries. They will further develop their ability to explain events and analyse them by assessing the importance of key factors Students will use evidence to begin to test the validity of Interpretations of events and develop their skills in assessing the usefulness and reliability of evidence.

Religion & the Stuarts The Gunpowder plot, were the plotters framed? What were the Causes of the Civil War* The Civil War Who fought whom? What happened at the Trial of Charles Stuart? Why was Charles I Executed What was the Interregnum? The Restoration of the Crown – Who really won the Civil War?

● The Great Plague ● Why did the Fire of London

spread so quickly?* ● How was London rebuilt?

● The French Revolution Storming the Bastille

● Tennis court oath & Declaration of the Rights of man

● The Terror! ● What was The British

Empire? ● What was the Slave Trade? ● What was Life as a Slave

like? ● The Abolition of Slavery*

● Why did the Population change?*

● What was the Agricultural Revolution?

● What was the Industrial Revolution? What caused it?

● Life in the Factories and Factory Acts*

● The Workhouse ● Public Health &

improvements ● Local life in Gateshead in

the Industrial Revolution ● The Transport Revolution


per 10 week module

● Were the Gunpowder

plotter’s framed? This assessment

will continue to develop students’

understanding of evidence and look

at how and why different

interpretations have come about.

● What were the causes of

the English Civil War. Students will

demonstrate their knowledge and

understanding of the causes of the

civil and build on their skills of

explaining causes of events,

including increasingly sophisticated

analysis and some evaluation,

● Why did the Fire of London spread so quickly? This assessment will support students to increasingly be able to identify and explain reasons independently and students will be encourage to develop their analysis into assessment relative importance.

● Why was Slavery

abolished? Students will use

evidence to assess why slavery was

abolished. They will focus on using

evidence to support their answers

and look at assessing the usefulness

of evidence

● Why did the population

explode? Students will be explaining

and assessing the reasons for the

population explosion. Most students

should be attempting to identify and

explain the most important

reason(s).

● What was life like in the

factories? This assessment will be

based on the use of evidence and

assessing the usefulness of evidence

to answer the question. Students

will also begin to explain how

reliable they think the evidence is.

Departmental Curriculum Planning Department: IT Subject: IT Key Stage: 3 Year Group: 8

Module 1 Data Handling Module 2 Product Design & Networking Module 3 Game Coding Programme of Study Topic (s) studies Key skills taught / developed / assessed

● Searching for data using the internet ● Presenting data in spreadsheets ● Adding data to spreadsheets ● Formulas Functions ● Writing IF statements ● Using Lookups ● Creating charts & graphs ● Making data presentable for

audiences

● Searching the internet

● Using operators to refine searches

● Explaining how search engines rank their searches

● Creating storyboards to plan work

● Selecting appropriate software to present work

● Use of Desk Top Publishing skills

Networking

● Identify the 3 types of network Be able to draw network topology diagrams Identify the components required for accessing a network and the internet

● Developing advanced flow charts

● Writing pseudocode

● If statements in code

● Loops

● Variables

● Operators

● Testing


per 10 week module

● Completed Spreadsheet

● Spreadsheet predictions

● Spreadsheet evaluation

● Magazine planning template

● Completed Magazine

● Google slides guide explaining how to access a network

● Planning the game using flowcharts and pseudocode

● Creating a working game

● Testing & evaluating the final game

Departmental Curriculum Planning Department: Maths Subject: Maths Key Stage: 3 Year Group: 8

( STM Stage 4 & *STM Stage 3)

Module 1 Module 2 Module 3 Programmes of Study cover:

● Algebra

● Number

● Shape, space & measure

● Ratio & proportion

● Statistics

● Probability

Introduction to maths and recapping the

basics

Unit 1 Number and the number system

*STM Stage 3 complete an additional unit on

Counting and Comparing before moving on.

Unit 2 Calculating

Unit 3 Visualising and constructing


investigating properties of shapes

Unit 4 Understanding risk I

STM Stage 4 only

Unit 5 Algebraic proficiency Tinkering

Unit 6 Exploring FDP

Unit 7 Proportional reasoning

Unit 8 Pattern spotting


Measuring space

Unit 9 Investigating angles

STM Stage 4 complete in Module 3

Unit 10 Calculating fractions, decimals and

percentages

Unit 11 Solving equations and inequalities

Unit 12 Calculating space

Unit 13 Algebraic proficiency visualising

Unit 14 Understanding risk II

Unit 13* Approximating and estimating

Unit 14 * Mathematical movement

Units 15*&16* Handling data

STM Stage 4 only *STM Stage 3 only


per 10 week module

Informal peer and self assessment in lessons.

Formal assessment tasks linked to unit of

study. Variety of assessment questions to test

level of understanding. Levelled results

Rich tasks and open questions used

throughout the programme of study

Investigations used as part of independently

completed extended tasks.

Informal peer and self assessment in lessons.

Formal assessment tasks linked to unit of

study. Variety of assessment questions to test

level of understanding. Levelled results

Rich tasks and open questions used

throughout the programme of study

Investigations used as part of independently

completed extended tasks.

Assessment tasks linked to unit of study.

Variety of assessment questions to test level

of understanding. Levelled results.

Revision for the years study.

Final end of year assessment levelled

results.

Departmental Curriculum Planning Department: Music Subject: Music Key Stage: 3 Year Group: 8


Identifying the role of different instruments within an ensemble and linking this to genre. Pupils link understanding of melodic devices to the pieces of music they are performing. Begin exploring tonality and identify the different between major and minor. Strings

Performing with attention to articulation: slurs, staccato, tenuto, accents. Playing tremolos. Playing A major and G major scales and arpeggios separate bows and slurred. Grade 1 repertoire for assessment. Wind

Playing swing rhythms (Flap Jack, Blue Jam). Performing with attention to articulation: slurs, staccato, tenuto, accents. Performing contrapuntal sections of a piece together as an ensemble. Grade 1 repertoire for assessment.

Identifying time signatures 2/4, 3/4, 4/4 using correct terminology. Working out bpm of a piece of music and relating it to a tempo marking. Pupils link understanding of melodic devices to the pieces of music they are performing using more complex terminology.

Strings

Playing syncopated rhythms. Playing music in compound time.

Wind

Performing with attention to articulation: slurs,

staccato, tenuto, accents.

Perform in 3/4 time. Perform more complex contrapuntal pieces.

Identifying time signatures 2/4, 3/4, 4/4 using correct terminology. Working out bpm of a piece of music and relating it to a tempo marking. Pupils link understanding of melodic devices to the pieces of music they are performing using more complex terminology. Explain in detail why a piece of music is of a certain genre. Strings Learn more extended playing techniques

eg. col legno, glissando.

Wind Performing more extended repertoire at

Grade 2 standard

Increasing range of notes and rhythms performed Independent entries performing in an ensemble context Tempo changes


per 10 week module

● Assessed Listening Task

● Solo performance





Departmental Curriculum Planning Department: PE Subject: PE Girls Key Stage: 3 Year Group: 8


Trampolining

● Health and safety

● Reviewing spotting, straight jumping and

safe landing

● Developing height.

● Jumps – Tuck, Pike, Straddle

● Twists half and full.

● Developing landings – seat, front, back.

● Developing and embellishing sequences.

● Coaching to improve performance.

Netball


● Developed throwing and catching,

footwork, shooting

● Developed shooting and rebounding.

● Developing attacking principles.

● Developing defensive principles.

● Conditioned games, high five, ½ court, full

court

● Introduction to basic officiating and

coaching.

Health related Exercise ● Health and safety

● Components of physical and skill related

fitness

● Fitness testing of each component of

physical and skill related fitness

● Understanding heart rate measurements

(resting and working).

● Understanding how HRE applies to a range

of sporting activities.

● Designing a mini training session.

Dance


● Applying musicality adapting to

rhythm/beat.

● Developing themes/motifs

● Familiarisation and application of dance

vocabulary.

● Developing dance elements unison, canon,

levels, isolation, trigger and retrograde.

● Developing group and individual

choreography.

● Honing performance skills.

Rounders ● Health and safety

● Developed throwing, catching, bowling and

batting.

● Developing fielding skills.

● Developing tactics.

● Conditioned games: Dutch rounder’s, beat

the ball , three ball rounder’s.

● Developing officiating and coaching skills.

Athletics


● Reviewing all athletics events,

Trackhurdles, sprints, distance,

● Field: Jumps: long, triple and High.

● Throws: Shot, Javelin and discus.

● Performing to maximum levels.

● Effective officiating/coaching of athletic

events.


per 10 week module

Trampolining ● 8 bounce routine

● Peer and selfassessment

● Ubersense analysis Netball

● Application of skills, techniques and rules

as a performer and official.

● Peer and self assessment

● Ubersense analysis.

Health related exercise ● Simple fitness testing.

● Utilising appropriate fitness technique.

● Devise a fitness session.

● Peer and self assessment.

Dance

● Performance

● Self and peer assessment

● Ubersense analysis.

Rounders ● Application of skills, techniques and rules


● Self and peer assessment.

Athletics

● Performance: Times and distances.

● Peer and selfassessment

● Application of skills, techniques and rules


Departmental Curriculum Planning Department: PE Subject: PE Boys Key Stage: 3 Year Group: 8


Table Tennis ● Health and safety – set up and pack

away tables safely. ● Development of grip, stance, service,

backhand and forehand shots ● Rules – singles, doubles, service and

scoring. ● Development of defensive and

attacking principles. ● Application of skills/rules in conditioned

games ● Officiating and coaching.

Football ● Health and safety wearing appropriate

equipment and checking of playing surface.

● Ball familiarisation ● Developing a range passing, receiving,

shooting, tackling and dribbling skills ● Core rules – Throwins, direct and

indirect free kicks. ● Developing defensive and attacking

principles. ● Conditioned games, 7aside ● Development of officiating and

coaching.

Fitness Training ● Health and safety – principles of safe

and effective exercise. ● Components of physical and skill

related fitness ● Fitness testing of each component of

physical and skill related fitness ● Understanding heart rate

measurements (resting and working). ● Understanding how HRE applies to a

range of sporting activities. ● Designing a mini training session.

Rugby ● Health and safety wearing appropriate


● Development of passing, receiving, handling, running and beating an opponent.

● Conditioned tackling, rucking mauling, srums, lineouts

● Core rules – offside, direction of passing, restart of play

● Development of defensive and attacking principles.

● Conditioned games, 10aside ● Officiating and coaching.

Cricket ● Health and safety wearing appropriate


● Development of throwing and catching. ● Batting – Pull/ cut. ● Fielding skills one handed retrieval. ● Bowling – use of pace. ● Introduction to tactics – running

between the wickets. ● Basic wicket keeping skills. ● Conditioned games. ● Officiating, scoring and coaching.

Athletics ● Health and safety ● Reviewing all athletics events,

Trackhurdles, sprints, distance, ● Field: Jumps: long, triple and High. ● Throws: Shot, Javelin and discus. ● Performing to maximum levels. ● Effective officiating/coaching of athletic

events.


per 10 week module

Table Tennis ● Peer and self assessment. ● Video/ Ubersense analysis. ● Use of assessment descriptors.

Football ● Application of skills, techniques and

rules as a performer and official. ● Peer and self assessment. ● Officiating of games

Fitness Training ● Simple fitness testing. ● Utilising appropriate fitness technique. ● Devise a fitness session. ● Peer and self assessment.

Rugby ● Application of skills, techniques and

rules as a performer and official. ● Peer and self assessment. ● Officiating of games

Cricket ● Application of skills, techniques and

rules as a performer. ● Peer and self assessment. ● Officiating/ scoring of games.

Athletics ● Performance: Times and distances. ● Peer and selfassessment. ● Application of skills, techniques and

rules as a performer and official.

Departmental Curriculum Planning Department: Science Subject: Physics Key Stage: 3 Year Group: 8


Forces & Motion ● Speed, Distance & Time ● SpeedTime Graphs ● DistanceTime Graphs ● Terminal Velocity

Energy ● Heat & Temperature ● Conduction ● Convection ● Radiation

Key Skills ● Rearrange equations ● Identify independent, dependent &

control variables. ● Devise scales for a graph ● Lines & curves of best fit ● Describe trends with reference to

graphical data. ● Use the particle model to explain ● Write in logically sequenced

paragraphs

Earth & Space ● Models of the Universe ● Constellations ● Distances in space (ly) ● Satellites & GPS

Electricity & Magnetism ● Current in Series & Parallel ● Voltage in Series & Parallel ● Inside the Wires ● Switches & Shorts

Key Skills ● Use observations to devise scientific

models ● Convert between different units ● Use abstract scientific models ● Write in logically sequenced

paragraphs ● Planning Investigations ● Recording Data ● Drawing conclusions based on

observations

Waves ● Characteristics of Light & Sound

Waves ● Refraction & communication ● Dispersion & Rainbows

Let’s think ● What are the chances? ● Does it Work?

Matter ● Diffusion & Brownian Motion ● Density ● The Atomic Model

Key Skills ● Planning Investigations ● Recording Data ● Drawing conclusions based on

observations ● Using abstract scientific models ● Using particle models to support

explanations.


per 10 week module

● Forces & Motion Test ● Energy Test

● Earth & Space Test ● Electricity level Assessed Task

● Waves Level assessed Task ● End of Year Examination (all topics

except the let's think lessons and density and atomic model from the topic Matter.

Departmental Curriculum Planning Department: RE Subject: RE Key Stage: 3 Year Group: 8

Module 1 Module 2 Module 3 Programme of Study Learning about religion:

❏ Beliefs, teachings and values

❏ Celebration and ritual

❏ Ways of life

Learning from Religion:

❏ Engaging with my own and

others’ beliefs and values

❏ Engaging with questions of

meaning and purpose

● Abraham and Moses: founders of

Judaism

● The Shema and sacred scriptures

● Jewish liturgical year

● The Synagogue and prayer

● Muhammed: founder of Islam

● The Qu’ran and Islamic prayers

● The Five Pillars

● Islamic festivals

● The Mosque

● Advent, Christmas, Epiphany

● The Sacrament of Confirmation and

Diocesan programme of preparation

for this sacrament

● Just War Theory

● Pacifism

● Concept of forgiveness and

Reconciliation

● Lent, Holy Week, Easter and

Pentecost

● OT Prophets

● Modern day prophets

● Prophetic movements, e.g. CAFOD,

Comic Relief etc.

● EOY Projects: Stewardship and care

for the planet, and the relationship

between science and religion


per 10 week module

● Tasks assessed via STM Stages in RE

● Standardised homework



● Diocesan task



● EOY exam

Departmental Curriculum Planning Department: Textiles Subject: Textiles Key Stage: 3 Year Group: 8

Module 1 Module 2 Module 3 Programme of Study 12 week project delivered in a block of 6

at some point across the year, not

necessarily in line with Modules.

Carried Away: recycled art bag

● Understand the importance of health and safety in the textile rooms, and work safely when using machines.

● How to draft a pattern for a bag ● How to use the sewing machine for

seams. ● How to use the over locker for finishing

seams. ● How to construct the bag. ● How to make and attach the handles. ● To work with and experiment with using

recycled materials to create textile art. Panel.

● To investigate, research and present first and second sources to develop ideas for their own work.

● To learn how to creatively present visual sources.

● Become familiar with the work of other recycled textile artist and use their understanding to develop pupils own work.

● To develop own design ideas and investigations in response to their research.

● Have the ability to make and produce a bag with a recycled decorative panel.


per 12 week rota

Students will be assessed on their ability to apply and understand machine work, pattern cutting and recycled art. To research, investigate and present sources to help them develop design ideas, and create a final bag with recycled art panel. This will be assessed against KS3 STM Stages.

Departmental Curriculum...

Documents

Transcript of Departmental Curriculum...