YEAR 8 CURRICULUM 2018/2019fluencycontent2-schoolwebsite.netdna-ssl.com/File...French The course in...
Transcript of YEAR 8 CURRICULUM 2018/2019fluencycontent2-schoolwebsite.netdna-ssl.com/File...French The course in...
YEAR 8 CURRICULUM
2018/2019
Dear Parent/Carer
The purpose of this booklet is to give you an overview of what
your son or daughter will be studying in each subject over the
coming year. We hope that it will help you to support your
child and understand the curriculum he or she will be
following.
This booklet also contains important dates to inform you about
school events and a list of useful people you may need to
contact.
As the booklet provides information on all subjects offered in
Year 8, it is worth pointing out that only some students receive
lessons in Spanish or German.
This booklet is also available on our school website:
www.backwellschool.net.
Any feed back on the contents of this booklet will be gratefully
received.
Yours faithfully
Ben Houghton
Deputy Headteacher
CONTENTS
Important dates ……………………………………………….. 1
Useful people …………………………………………………... 2
Art and Design …………………………………………………. 3
Computing and ICT …………………………………………… 4
Dance …………………………………………………………… 5
Design and Technology (DT) ……………………………….. 6
Drama …………………………………………………………… 7
English …………………………………………………………… 7
French …………………………………………………………… 8
Geography …………………………………………………….. 10
German …………………………………………………………. 11
History ……………………………………………………………. 12
Mathematics …………………………………………………… 13
Music …………………………………………………………….. 14
Philosophy and Religion (PR) ………………………………... 15
Physical Education ……………………………………………. 16
Science ………………………………………………………….. 17
Spanish …………………………………………………………... 19
Spiritual, Moral, Social and Cultural Education (SMSCE)
and Personal Social and Health Education (PHSE)
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1
IMPORTANT DATES
November
You will receive a target report on your child’s progress.
The target report contains assessment data and a short
comment from staff to share achievements and areas for
development.
July
You will receive a short report through the post.
Parents’ Evening
Thursday 11 July 2019, 4.15 pm – 6.30 pm
This is an opportunity to have short meetings with all the
staff who teach your child to discuss how he or she has
progressed through the year.
If you have particular worries or concerns about your
child please contact us at any time. Telephone and ask
to speak to or leave a message for your child’s tutor or
Head of House. If you leave a phone number, we will get
back to you.
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USEFUL PEOPLE
Head of Cotswold House Mr M Newall
Deputy Head of Cotswold House Miss E Plaster
Head of Mendip House Miss F Lockhart
Deputy Heads of Mendip House Miss M Hayward
Head of Quantock House Mrs S Walton
Deputy Head of Quantock House Mrs K Rose
Head of Sedgemoor House Mr J Hobbs
Deputy Head of Sedgemoor House Mr M Sales
Tutors
8C1 Mrs J Lewis
8C2 Mr G Oliver
8M1 Mrs G King/Miss H Young
8M2 Miss G Fermin
8Q1 Dr F Kersante
8Q2 Mrs H Murray
8Q3 Mr A Salida
8S1 Mrs R Fowkes/ Miss R Wolfe
8S2 Mr C Ray
Parent Support Adviser: Mrs A Cheeseman
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Art and Design
In Art we want our students to:
Enjoy making art and taking creative risks
Explore their own ideas and visually communicate
views
Develop their skills using and experimenting with a
range of materials and processes
Understand and respond to art from our own and
other cultures
Learn the ICT skills needed to use our creative
software
Our schemes in Year 9 give students the opportunity to
become more independent and use the skills they have
previously learnt. In Term 1 and 2 they will develop their
skills experimenting with collage, by hand and in
Photoshop or Powerpoint, responding to the work of
others. This is followed by more focused work on a
chosen theme and technique for making a collage for
their final assessed outcome during the final part of term
2. They will then work on a smaller projects looking at
ways art and design can be used in the world around
them, such as fashion, graphic design and concept art.
Skills with IT and Photography will be a focus of much of
this work coming up with ideas of the theme of Fantasy
Art and Landscapes. They will develop their ideas into
outcomes at the end of term 3 and 4. During the final
two terms of the course they will work on a project linked
with the English department on the theme of Dystopian
Art and Literature, encouraging them to develop their
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own interests in art and design. This can be used in the
GCSE Portfolio, should they choose to continue with their
Art education.
Teachers develop schemes of work based on the
National Curriculum and pupils are taught how to create
art through:
Inspiration from a range of sources
Experimentation and refinement of ideas
Communication of ideas, feelings, observations
Planning and creation of a personal outcome
Students are expected to have drawing materials for
their lessons, including HB and 2B drawing pencils, 12
coloured pencils and black fine liner pens. To support
their learning at home we would like them to have a
wider range of art materials, which could be purchased
at the school’s non-profit making Art shop.
Computing and ICT
Students will not just learn the skills to use software but
also how to develop their computational thinking and
how computers store, use and communicate data.
Seven units of work will cover the following topics
Digital Literacy
Using web authoring software, html and CSS to
create a website
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Finding, retrieving and validating data in a Rescue
Dogs database
Digital Skills
Using spreadsheets to model the evacuation of a
concert hall and simulate real life events
Using flowcharts to simulate the control of real life
events
Using scratch software to develop computer
games
Using the small basic programming language to
control a turtle
Technical knowledge
Understanding how binary is used to store data
Introduction to networking and the internet
including how HTML can be used to create web
pages
Assessment will be by short tests throughout the year or
by teacher assessment of work produced.
Students are very used to using ICT in their everyday life,
so it would be useful for parents/carers to tell them what
life was like before computers!
Dance
The Year 8 Dance module involves students performing a
variety of actions using a good range of skills and
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techniques to develop motifs using professional works as
a starting point. Students develop and adapt their ideas
to make longer dances using basic compositional
principles and structures. Students also explore the safe
preparation and recovery methods for classes and for a
range of actions which improves the performance of
dance skills and increases body and spatial awareness.
Design & Technology In Year 8 students study either Food and Textiles or Product
Design (depending on which subject area they studied in
Year 7):
Group 1
Food Technology
Textiles Technology
Group 2
Product Design
Food and Textiles students will undertake alternate Food and
Textiles projects through the year, whilst Product Design
students will study their single option for the whole year (a
double lesson per week for each Group). This will enable
students to cover more in-depth and challenging projects,
resulting in a higher level of skill and understanding.
Each subject area will cover a range of projects to develop
students’ research, product analysis, designing and making
skills. All subject areas will consist of practical projects and the
use of ICT where appropriate. Many of the skills learnt will be
transferable across the subject areas.
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All these Design and Technology subjects are available as
GCSE options at Key Stage 4.
Drama
In Year 8 Drama students are expected to adopt and
maintain more complex roles and to be able to
empathise with the characters they are playing. They
are expected to respond to each other’s work with a
growing understanding of dramatic styles and
conventions and to be able to talk about each other’s
work using the correct language of Drama.
English
The aim of the English curriculum is to enable all students
to develop their ability to use and understand English in
speaking, listening, reading and writing.
The Year 8 syllabus focuses on:
Narrative: reading and analysing techniques used
in the telling of myths and legend leading to
writing a myth or legend.
Poetry: reading and analysing techniques used in
narrative poetry, including some pre-twentieth
century poetry and ballads; using these skills when
writing some narrative poetry.
Drama: developing skills when analysing a drama
text; exploring conventions of a Shakespeare play
when writing a letter of advice to an actor.
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Fiction: developing the ability to make
judgements about characters and actions in
fiction; using evidence from the texts when writing
an analytical essay.
Language Study: exploring changes to the English
language; changes in grammar through time; the
use of standard and non-standard forms;
responding to language debates in a persuasive
speech.
Media: how media texts work; producing own
media texts and commenting on the techniques
used.
One lesson in each fortnight is timetabled in the library
classroom and is used to promote independent, wider
reading skills. We expect all students to be reading
regularly throughout the year and ask parents to support
this at home.
During the year, work for formal assessment will be
completed in students’ A4 purple books whilst their green
books will be used for notes and drafting.
French
The course in French develops the four language skills:
listening, speaking, reading and writing. Students learn
to communicate in French by being given a range of
tasks with a real purpose. The course focuses on the
immediate world of the learner and covers the following
topic areas in Year 8:
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For those who studied French in Year 7, topics include:
Free time and leisure activities
Home and the local area
Clothes and fashion
Health
For first time learners of French, topics include:
Introducing yourself and exchanging personal
information
Personal descriptions
Family and friends
School
Food and drink
Assessment: During the year formal tests are given on
the skills of speaking, writing, listening and reading.
Teaches regularly evaluate and give feedback to
students on their progress.
How to support learning: Students are expected to have
their own pocket French dictionary – we recommend the
Oxford or Collins range. It is recommended that students
bring in their own headphones for computer room
lessons. The website www.linguascope.com is excellent
for follow-up activities at home (ask teacher for
username and password).
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Geography
Having based our curriculum in the UK in Year 7, we take
on a much more global approach in Year 8. We want to
give our students an understanding of the world they live
in focusing on the similarities and contrasts that exist in
both our Physical and Human landscapes. Broad topic
areas include:
Our Physical World; including a study of different
biomes and the physical processes at work within
them.
Our Human World; our population distribution and
the differences that exist between rich and poor
countries and how this can be managed.
Extreme environments; the characteristics of
environments such as deserts and rainforests and
an exploration of how humans live in and manage
them sustainably.
Geographical skills are emphasised throughout and
there is as much investigative and practical work as
possible.
Assessment in Year 8 includes a range of factual based
tests, extending writing tasks and project work.
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German
The course in German develops the four language skills:
listening, speaking, reading and writing. Students learn
to communicate in German by being given a range of
tasks with a real purpose. The course focuses on the
immediate world of the learner, and covers the following
topic areas in Year 8:
Introducing yourself and exchanging personal
information.
School.
Family and friends.
Free time and leisure activities.
Assessment: During the year formal tests are given on
the skills of speaking, writing, listening and reading.
Teachers regularly evaluate and give feedback to
students on their progress.
How to support learning: Students are expected to have
their own pocket German dictionary – we recommend
the Oxford or Collins range. As they start to cover
different tenses of verbs, a pocket book of verb tables
would also be useful, to enable students to work with
increasing independence. The website
www.linguascope.com is excellent for follow-up activities
at home (ask teacher for username and password).
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History
The aims of the History Department’s teaching are:
To foster an enjoyment of History in students and to
encourage them to take a greater interest in the
past.
To give students a greater understanding of the
history and culture of other countries including their
present situation in the world.
To help students understand present day issues.
To assist in training students’ minds by means of
particular skills and disciplines.
In Year 8, students will study four modules: British History
1600-1750, Working and Living Conditions in the 19th
Century, Britain and the First World War, and a turning
point in European History (either the Italian Renaissance
or The French Revolution).
Students continue to be coached in the skills of
argument, using examples to support their ideas and
structuring these ideas clearly. A variety of sources are
studied and evaluated to consolidate existing
knowledge. We employ a system of continuous
assessment with comments-only marking.
Homework will be set each week. Usually this will be a
single short piece. On some occasions, though, longer,
project based work may be set over a period of weeks.
Here guidance will be given to students on how they
might spread their effort over a number of weeks, rather
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than leaving it all until the last minute. We also like to
include the opportunity for model-making somewhere
along the line, eg constructing a First World War Trench
or an Elizabethan theatre.
We feel very strongly that parents can best support and
consolidate their children’s learning in History by taking
an interest themselves. The ‘What did you learn today in
History?’ approach is great, encouraging the children to
share their new-found knowledge.
Mathematics
Students continue to be taught in ability sets with termly
assessment to monitor progress. Homework is set
regularly to reinforce classwork and encourage
independent learning.
The course outline is:
Term 1: properties of triangles and quadrilaterals.
Area and perimeter of shapes, including circles,
volumes of prisms and loci and construction.
Term 2: fractions, percentages and decimals.
Term 3: data collection and representation.
Term 4: negative numbers, index notation,
sequences, algebraic expressions and equations.
Term 5: linear graphs including equations of a line,
real life graphs and transformations.
Term 6: enlargement with positive scale factors,
including fractions, similarity and congruence, and
Pythagoras’ Theorem.
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To aid progress at home, we recommend the use of
study guides and websites of the appropriate levels.
Continuing to familiarise students with their tables and
everyday uses of mathematics such as units of measure
and arithmetic calculations is also beneficial. Asking
students to explain what they have learnt is an excellent
way of consolidating understanding and involving
parents/carers in learning.
Music
Music is a unique form of communication that enables
students to develop a wide range of transferable skills.
Collaborating and working with others as musicians as
well as adapting to different musical roles and respecting
the values of others is a vital part of the learning
experience.
The course aims to promote enjoyment and develop
interest in music by engaging all students in composing,
performing and appraising. Students work individually, as
a class, in pairs or small groups on a wide range of
practical activities. These may include:
Singing as a class or in small groups, with some
choosing to further their ability and enjoyment in
the school’s choirs.
Playing pitched percussion, such as glockenspiels
and xylophones, keyboards and other relevant
instruments, with students who show ability and
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interest being encouraged to play in the school’s
orchestras and bands.
Composing projects
Listening to the performance of music and
analysing aspects of its composition, often with
reference to appropriate notation.
Topics covered in Year 8 include African Music, The Blues,
Rock and Roll, Theme and Variations, Latin Music and
Film Themes. Notation skills will be developed and
students will be introduced to music software such as
Garageband.
Assessment is carried out regularly to promote good
progress and there is an emphasis on students monitoring
their own technical and creative skills. Peer assessment
and self-evaluation form are encouraged alongside
formal assessment tasks once a term.
Philosophy and Religion
The curriculum is based on the North Somerset locally
agreed syllabus (a legal document followed by all local
schools) and national guidelines. The programme of
study does not require a religious belief and is not about
teaching people to believe; the fact that some students
have religious beliefs, some are atheist, and some are
indifferent is a reflection of society as a whole. Students
have the opportunity to discuss and reflect on the belief
systems of the six major religions, as well as a range of
ethical and topical issues, in a safe atmosphere in which
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every view and belief is valued. The key skills of
empathy, analysis, interpretation and synthesis are
transferable skills which support all areas of the
curriculum.
Year 8 Syllabus:
What is truth?
Are there more questions than answers?
Belief & faith in practice
Prejudice
Poverty
Evil and suffering
Also within Year 8 PR lessons some PSHE objectives are
covered, these objectives are related to identity and
relationships.
Physical Education
We aim to foster a positive approach to Physical
Education by encouraging an understanding of the
need for regular exercise. Students are taught how to
prepare the body for different activities and about the
need for safety. We build upon the skills of body
awareness and co-ordination introduced in Year 7 and
through team play and individual performance aim to
develop self-confidence and co-operation.
Autumn activities: Girls: Fitness, netball, swimming
Boys: Rugby, swimming, gymnastics
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Spring activities: Girls: Hockey, soccer, gymnastics
Boys: Soccer, badminton, fitness
Summer activities: Girls: Rounders, tennis, athletics
Boys: Cricket, athletics, softball
Students’ work will be assessed in a variety of ways,
including teacher, peer and self-assessment.
Science
Students are taught on a rotation of topics through
Biology, Chemistry and Physics and are expected to:
Build on their scientific knowledge and
understanding from Key Stage 2 and Year 7 and to
make connections between different areas of
science.
Use scientific ideas and models to explain
observations.
Understand a range of familiar applications of
science.
Carry out investigations of different types,
communicating methods, observations and
conclusions.
Learn the importance of experimental evidence
and numeracy skills in supporting scientific ideas
Develop the use of ICT to research and
communicate ideas.
Course content:
The course is modular and topic based and includes the
following topics:
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Sc1 Scientific enquiry
Sc2 Life Processes and living things
Food and digestion.
Respiration.
Genes and health
Ecological Relationships.
Sc3 Materials and their properties
Elements.
Compounds.
Rocks.
Weathering.
Sc4 Physical processes
Heat transfer
Energy resources
Forces
Assessment of skills and knowledge takes place using
tests after each topic, and an end of year test. These
assessments are used to help inform staff as to the end of
key stage level attained at the end of Year 8.
All students at Backwell begin studying for their GCSE
qualifications in Science at the start of Year 9, however
the pathway selection onto Separate Science or
Combined Science does not happen until the end of
Year 9.
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Spanish
The aims and objectives of the course are:
Language and language-learning skills, e.g. the
ability to learn and use Spanish more
independently.
Manipulating and recycling language in order to
express new ideas.
Learning, understanding and applying grammar.
Listening, speaking, reading and writing skills.
Awareness of different countries, cultures and
people.
The topic areas are all relevant to the immediate world
of the learner.
For those who studied Spanish in Year 7, topics include:
Weather
Free time and routine
House and home
Cultural Spain and its cuisine
Holidays and transport
For first time learners of Spanish, topics include:
Introducing yourself and exchanging personal
information
Family and friends
School
During the year formal tests are given on the skills of
speaking, writing, listening and reading. Teachers
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regularly evaluate and give feedback to students on
their progress.
Students are expected to have their own Spanish
dictionary – we recommend the Collins Spanish Pocket
dictionary. It is recommended that students bring in their
own headphones for computer room lessons. The
websites www.espanol-extra.co.uk and
www.linguascope.com (usernames and passwords from
teacher) are excellent for follow-up activities at home.
Personal, Social and Health Education (PSHE)
and Spiritual, Moral, Social and Cultural
Education (SMSC)
Within tutor time, students follow a personal
development curriculum. In Year 8 they will cover the
following topics:
Social media and keeping safe on line
Sexually Transmitted Infections (STIs) and Female
Genital Mutilation (FGM)
Views of different groups in society
Alcohol, drugs and smoking
Body image and healthy life choices
Overview of democracy and British values
Introduction to careers and economic well-being
In addition, students have the opportunity in tutor time to
discuss and reflect upon relevant issues broadening their
understanding of world events and appreciating a range
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of different cultural identities. Students also have a
weekly assembly which covers a range of topics for
students to reflect upon. Throughout many other lessons
students are also taught fundamental British values.
September 2018