1

A GUIDE TO THE

CURRICULUM

YEAR 8

CHARLTON

SCHOOL

2

English

Year Eight Curriculum in Brief

Autumn Term

Whole text study: Of Mice and Men by John Steinbeck.

Non-fiction reading and writing.

Reintroduction to the Library and the Accelerated Reader programme.

Spring Term

Exploring Nineteenth-Century fiction and creative writing.

Shakespeare: The Tempest

Summer Term

Extended poetry study: pre and post 1900 poems; Seminal World Literature; unseen

poetry.

Contemporary Drama: whole text study and scripting.

Providing an Environment in which All students can succeed,

with Learning at the Heart of all we do

3

Mathematics

Pupils are taught in ability sets and the topics are differentiated to

challenge all pupils and help them to make progress according to their

ability.

Year 8 – Autumn Term

• Whole numbers and decimals

• Measures, perimeter and area

• Expressions and formulae

• Fractions, decimals and percentages

• Angles and 2D shapes

• Graphs

• Case Study: Why do bikes have gears?

Year 8 – Spring Term

• Decimal Calculations

• Statistics

• Transformations & Scale

• Equations

• Powers and roots

• Case Study: Climate change

Year 8 – Summer Term

• Constructions and Pythagoras

• Sequences

• 3D shape and trigonometry

• Ratio and proportion

• Probability

• Case Study: The Golden Rectangle

4

Science

Year 8

Students may be re-grouped at the start of year 8 to take into account the progress that they made

throughout year 7 alongside their target grades Throughout the year students will further extend the

knowledge that they developed in each of the topics they covered in year 7 as follows:

Biology

• Organisms: students will learn about the human breathing system and the digestive system; the role

of each of the organs involved; and the way that each organ is adapted to its particular function. They

will learn more about the effects of some lifestyle choices and diseases on the breathing system and

about the importance of a healthy diet, and the consequences of not having one. They will also learn

about the links between the digestive system, breathing system and circulatory system, and study how

the products of digestion and breathing are exchanged in our bodies. Students will also start to learn

about how we use some of the products of breathing and digestion to release energy.

• Ecosystems: students will learn about the ways in which we release energy in our body. Students will

learn about aerobic respiration and how it relies on breathing to provide oxygen, and on digestion to

provide glucose as a reactant. They will learn that the process takes place in mitochondria and will

consider how these organelles are adapted to this function. The students will also learn about

anaerobic respiration. The reactants and products of each type of respiration will be compared, as well

as the amount of energy released in each process. Students will learn about situations where each type

of respiration takes place.

Students will also learn about the process of photosynthesis and the factors that affect it. They will

study the movement of water and minerals through plants, and the effects of mineral deficiencies on

their growth. Students will also learn about the adaptations in plants that allow them to carry out their

life processes effectively.

• Genes: students learn what is meant by biodiversity and will learn why it is important. They will learn

how variation drives natural selection and will consider the theory of Charles Darwin in more depth.

Students will explore the structure of chromosomes, genes and DNA, and will investigate their

importance in the inheritance of characteristics. They will also consider how scientists compete and

collaborate to make new discoveries, for example in the discovery of the structure of DNA.

Chemistry

• Matter: students will learn about the ideas of atoms, elements and compounds, and ways that

scientists represent them using symbols and formulas. They will learn how scientists have developed

the periodic table, and will start to learn about its groups, patterns and trends. Various groups of

elements are explored, such as Group 1 metals, the halogens and the noble gases, with regard to their

different chemical and physical properties. Students will learn how to understand chemical reactions in

terms of a rearrangement of atoms and how to represent these using circle diagrams, formulas and

equations. Finally, students will learn about the structure, properties and uses of new materials,

including ceramics, polymers and composites. They will also consider the importance of these

materials.

• Reactions: students will consider energy changes in chemical reactions using an understanding of

bond making and bond breaking. They will explain why exothermic and endothermic changes take

place and how these can be usefully applied. They will be introduced to the idea of catalysts and how

they can change the rate of chemical reactions. Students will study combustion and thermal

decomposition as examples of chemical reactions. They will consider the differences between the two

reactions, and the applications of each. Students develop the skill of representing reactions by word

5

equations and use a particle model to support this. This particle model is then applied to the Law of

Conservation of Mass.

• Earth: students will learn about the composition of the Earth’s atmosphere, how it has evolved and

what caused it to change. They will learn how human activities can damage and limit the Earth’s

resources, including the atmosphere. Students will explore how these changes affect the Earth and all

life on it. Natural recycling and the recycling of waste materials are considered.

Physics

• Forces: This unit develops ideas about forces, building on material from year 7. The first part explores

situations in which forces are in opposition, such as the actions of friction and drag in opposing

movement, and then explores Hooke’s Law, developing a more quantitative approach. The second part

considers pressure both in relation to solids and fluids, developing explanations around applications

such as floating and sinking and using calculations to work out pressure.

• Electromagnets: The first part of this unit is about magnets and magnetic fields. It builds on

students’ prior knowledge both of magnets and of non-contact forces. It explores the idea of a field;

considers how we can describe it and how its strength varies. The field produced by a bar magnet is

compared and contrasted with that of the Earth. The second part takes this forward into

electromagnets, building on ideas about fields and their representation and then looking at various

applications.

• Energy: This unit builds on an exploration and application of energy. It explores concepts such as

work, thermal energy and energy transfer. It develops the idea that when things happen, they happen

because energy has been transferred – but the model of transfer is a useful way of describing what has

happened.

An important aspect of the new KS3 curriculum is the focus on the applications and implications of science in

everyday life. Throughout the Key Stage students are given opportunities to develop a greater understanding

of ‘How Science Works’. For example, experimentation and modelling are used to develop and evaluate

explanations, encouraging critical and creative thought. Students learn how knowledge and understanding in

science are rooted in evidence.

Students complete the KS3 programme of study in science over two years. There will be an opportunity for

the students to purchase a Science Key Stage 3 Revision Guide. This is an excellent supplement to their

classroom work and can be used when revising for end of unit tests during the year and also for their end of

year exam.

Further information

If you require more information regarding KS3 Science please email Mrs Burrage (Head of Science):

Hannah.burrage@charlton.uk.com

6

Modern Foreign Languages

During Year 8 pupils continue with their chosen language of French or German.

Pupils continue to develop the four skills of Listening, Speaking, Reading and

Writing and an emphasis is placed on phonics and pronunciation.

We aim to foster an interest in the language and culture of France or Germany

as well as other countries where French or German is spoken.

Grammar is introduced via a range of topics and at the end of Year 8, all

pupils are well-placed to begin a GCSE course.

French German

Media Holidays

A school trip Media

Identity Health and fitness

House and home School trips

Talents Going out

7

Humanities

At Key Stage 3 the Humanities department teaches History, Geography and Religious Education. Students

receive two lessons of History, two lessons of Geography and one lesson of Religious Education each week.

A different unit is delivered each half term.

At the beginning of each unit students write the aims of the unit on an assessment sheet which they stick

into their exercise books. Students complete one assessment each half term. Their work is leveled using the

Humanities Steps to Success. These Steps are skills based and combine the National Curriculum subject skill

criteria. The students’ assessment sheet is then completed. An assessment grade is added along with a

teacher comment with advice on how to improve their work. A target is set for the next assessment. An

Attitude to Learning mark is given which indicated the level of overall interest, pace and effort

demonstrated by the student (1=good. 2=satisfactory. 3= unsatisfactory).

Students have the opportunity to comment on their work in a student evaluation section. Classes are then

ability based and students have the opportunity to progress through the classes depending on progress.

History Geography Religious Education

Unit 1 The Slave Trade Rivers and Coasts Birth

Unit 2 The fight for suffrage Population and the USA Initiation

Unit 3 World War 1 Weather and Climate Mystery

Unit 4 Rise of Nazis Italy and the EU Th Scientific Challenge

Unit 5 World War 2 Earthquakes and Volcanoes Buddhism

Unit 6 Cold War Environment Leaders

8

Art How have key historical figures influenced the development of the Arts?

Unit Learning objectives:

• Explore the work of Gaudi during his life and after his death.

• Take nature as our inspiration to develop work in his style.

• To create textured surfaces inspired by nature to form the surface of architectural

forms.

• Encompass different types on construction techniques.

• To gain a greater appreciation of styles, genre and conventions.

How do disciplines of Expressive Arts work together?

Unit Learning Objectives:

• To research the work of Kandinsky and his connections between art and music.

• Create a musical visual code.

• Explore how colour, mood and expression connect in art.

• Create and present an art piece inspired by a chosen piece of music.

How do cultures from around the world impact style of creative work?

Unit Learning Objectives:

• Explore the artwork of Zio Ziegler and the many influences on his work.

• Create a drawing influenced by Surrealism techniques.

• Break down the image into shape and line before constructing a three-

dimensional piece.

• Use simple slotting technique to construct but must understand weight and

balance.

Assessment: Continuous formative assessment as well as summative assessments of

practical and written work at the end of each half term.

All students are welcome to attend drop-in sessions at lunchtimes or afterschool and may

be invited to paint the scenery for the School production. If interested, speak to Miss.

Mellor.

9

Dance

The Best of British-Through the Decades

Unit Learning objectives:

• Explore how Dance has evolved through the years (1920’s, 70’s and 80’s).

• Explore the elements of Rock ‘n’ Roll through quick footwork and energetic

routines.

• Develop use of lifts and partner contact.

How Expressive Arts work together- Musicals

Unit learning objectives

Explore the genre and conventions of Musical Theatre

• Understand how social, historical and cultural contexts influence development

of performance style and genre.

• Perform in a variety of different styles from a range of Musicals

• Develop personal rehearsal skills; confidence, creativity, teamwork and

leadership.

How do cultures from around the world impact style in Expressive Arts?-

Around the World- A Linha Curva.

Unit Learning Objectives:

• Explore different cultures from around the world.

• Identify how Dance fits into the lifestyle of 3 different places (Africa, Brazil and

India).

• Create a dance using ‘A Linha Curva’ as a stimulus.

Assessment: Continuous formative assessment as well as summative assessments of

practical and written work at the end of each half term.

In addition to classroom dance lessons, there are a plethora of Extra-Curricular dance

activities on offer at Charlton. These are available to all students and completely free of

charge.

10

Drama Autumn Term- How have key historical figures influenced the development of

the Arts?

Unit Title: Macbeth

• Explore the challenges of Shakespearean language in performance.

• Develop personal rehearsal skills; confidence, creativity, teamwork and leadership.

• To study the genre of tragedy through an exploration of Macbeth in rehearsal and

performance.

• Appraisal and evaluation of dramatic work.

Spring Term – How do disciplines of Expressive Arts work together?

Unit Title: Blood Brothers

• Understand how social, historical and cultural contexts influence development of

performance style and genre.

• Perform a scene focussing on the presentation of character through vocal

expression, body language and gesture.

• Develop personal rehearsal skills; confidence, creativity, teamwork and leadership.

• Explore the genre and conventions of Musical Theatre.

Summer Term- How do cultures from around the world impact style in

Expressive Arts?

Unit Title: Fault (Ann Cartwright)

• Explore the Russian practitioner Stanislavski apply his method of actor training.

• Explore the wider development of character through concentration, relaxation,

given circumstances, objectives and magic if.

• Perform an extract of Fault by Ann Cartwright to an audience.

• Appraisal and evaluation of dramatic work.

Assessment: Continuous formative assessment as well as summative assessments of

practical work at the end of each half term.

In addition to classroom drama lessons, there are a plethora of Extra-Curricular drama

activities on offer at Charlton. Students should speak to Mrs Vickers or Miss Tattersall if

interested.

11

Music Autumn Term- How have key historical figures influenced the development of

the Arts?

Unit title: British Folk Music

• To explore British Folk music and language.

• To learn how to perform a folk song on the Ukulele.

• To learn what contributes to the creation of British Folk music and through this,

develop understanding of the British Isles.

Spring Term – How do disciplines of Expressive Arts work together?

Unit title: Musicals

• Learn about the origins and development of musical theatre which have led to the

modern-day musical.

• Understand how these influences have led to a wide variety of styles in musical

theatre.

• Consolidate understanding of distinction between musicals and opera.

• Compose, rehearse and perform a piece of musical theatre as part of a group.

Summer Term- How do cultures from around the world impact style in

Expressive Arts?

Unit title: Reggae Music

• Learn about the history of reggae music and understand how reggae music evolved

from earlier Jamaican music.

• Rehearse and perform a traditional Caribbean song with chords and bass line.

• Learn about lyrics in Reggae songs and how the Jamaican nation language is used.

• Compose own reggae lyrics on the theme of “school” and perform these

Assessment: Continuous formative assessment as well as summative assessments of

practical and written work at the end of each half term.

In addition to classroom music lessons, there are a plethora of Extra-Curricular music

activities on offer at Charlton. These are available to all students and completely free of

charge.

Instrumental lessons are available to all Charlton students at a discounted rate and we can

loan instruments to those who do not wish to purchase their own, in the first instance.

12

Physical Education

Skills Learnt in Physical Education

Key Stage 3

Students are taught to refine and adapt their existing skills developing them

into specific techniques that suit different activities and perform these with

consistent control.

In Year 8 students learn about the different roles involved in teams, together

with leadership and communication skills. They are given opportunities to

critically analyse and improve their own and others work. Students use

research skills to learn about games from different cultures and role models

from the sporting world.

Areas of study include:

Athletics, Rugby, Football, Basketball, Badminton, Handball, Netball, Cricket,

Softball, Rounders, Danish Longball, Table Tennis, Volleyball, Games from different

cultures, Fitness and Adventure Activities.

13

Information and Communication

Technology

Work in Year 8 fall into 4 projects. Each section is based around the students completing

project work around a given topic. The projects are designed to develop student’s skills

and confidence in various areas of ICT. Each project area the students will need to

demonstrate their abilities in a variety of skill areas. This year we are introducing more

group work.

Project: - Promoting and Advertising an Event/Concert

Students are asked to work in small groups, mini advertising companies. They are then

given the details of the event/concert and asked to allocated jobs to each member of the

group and organised their own workload. The groups have to create publicity material,

tickets, Tshirt designs and mini radio jingles to promote the event. Once the work is

completed, they will evaluate their work and make any changes needed.

Project 2: - Internet Research Project

Students are introduced to the project and are encouraged to work in small groups.

They will select a controversial topic from a given list. They use a variety of sources to

gather information and identify gaps in provision. They undertake surveys to help them

make decisions about a range of activities. The students then create documents,

spreadsheets and databases in preparation of opening a new youth club. They evaluate

their solution.

Project 3: - Modelling

In this unit, pupils will use spreadsheet software to develop models. They will be

introduced to techniques to enable them to create more complex models and to

interrogate and analyse them. They will be shown how to generate random numbers to

provide test data and to simulate events. They will then consider the purposes for which

simulations and animations are used.

Fourth Project: - Databases

In this project students learn to develop, amend and search databases. They will also

design and build their own database for a fantasy football team. They learn the

fundamental elements of a database, tables, fields, and records and the need to use a

range of strategies to ensure the accuracy of data. They explore the problems created

through inaccurate data.

14

Technology

Technology at Charlton School is taught in an environment where students are given every opportunity to

develop their design thinking in a wide range of areas. We have an enthusiastic team able to deliver a

curriculum appropriate to all students, with the objective of the department focussed on raising each

individual’s level of achievement and personal aspirations.

We aim to keep ahead with state of the art, cutting edge technology, giving opportunities to all, meeting the

technological demands of a high value design, manufacturing and production environment.

Within Year 8 groups are mixed ability, with up to 6 sets in each half year to enable students to achieve their

full potential. All schemes develop students further through a range of different design and make activities,

where they are able to develop their practical skills, and their design thinking. Problem solving is evident, and

more emphasis placed on developing their design thinking. ICT is used in many units of work for presentation

purposes, or through tasks incorporating CAD software such as 2D Design and Space claim; which is a 3D

CAD software package that allows students to visualise their products before they are manufactured. By the

end of Year 8 students will have a good understanding of all media used in Design and Technology and be

ready to make a reasoned choice of Technology based subject areas for option choices in Year 9.

FOOD : POP-UP KITCHEN

Using the Eat-well Guide students create a range of different nutritionally balanced dishes. The recipes can be

adapted to suit personal choice and ability levels, they also reflect an increasing degree of knowledge and

understanding as well as extending the range of practical skills. A number of different manufacturing techniques

are introduced, and students are encouraged to become more independent in their practice.

TEXTILES : GRAFFITI STYLE CUSHIONS

A further opportunity to improve textile skills (hand and machine stitching) with the output being a decorative

cushion. Students make a nine square patchwork cushion cover, which they then embellish with applique and

other embellishments based on the ‘Graffiti’ theme. The students also research and look at the arguments for

and against graffiti as an art form.

RESISTANT MATERIALS/ELECTRONICS : AMPLIFIED ELECTRONICS

During this project, students will be challenged to learn and build upon their use of electronic circuits and

vacuum formed PVC casings to create a mono speaker and amplifier system that can connect into a range of

electronic audio devices. Individual skills and paired work will be used to challenge and test students’

knowledge of electronic schematics, mould creation, assembly stages and practical skills in both resistant

materials and electronics overall.

PRODUCT DESIGN : TIME DESIGN

During this project students will be encouraged to investigate a range of material properties and manufacturing

techniques. They will also further develop their designing and creativity skills looking at cultural influences to

inspire their idea generation. Individual and team working skills will be put to the test throughout this project

as students design and make a clock using three materials; pine, aluminium and acrylic.

15