Subject Information
Year 8
Subject Area Art & Design
Term 3
Topic:
Day of the Dead Content Pupils will gain knowledge of different cultures by studying the Mexican Day of the Dead festival. Pupils will expand their drawing skills by creating detailed drawings of skills. Pupils will gain understating of how symbols represent different things and create their own series of symbols that reflect themselves. Pupils will learn the Mexican Day of the Dead technique of Papel Picado (paper folding) to create exciting Day of the Dead decorations. To complete the project pupils will create their own soap carving of a Day of the Dead skull decorated with their own symbols. What knowledge and competencies will be assessed? Assessment objectives of Art at Key Stage 3 are: 1. Generating Ideas - Skills of Designing & Developing Ideas 2. Making - Skills of Making Art, Craft and Design 3. Evaluating - Skills of Judgement and Evaluation 4. Knowledge - Knowledge about art processes and context Understanding of Formal Elements Ability to apply new techniques and skills to work Ability to research and analyse artists and their work To be able to present a personal response to the topic, showing relevant skills. How will this unit be assessed? When will this take place? Pupils will be assessed against the mastery Every 3 lessons check points. Helpful further reading/discussion http://www.mexicartemuseum.org/images/uploads/education/Day_of_Dead_Guide.pdf http://www.art-is-fun.com/day-of-the-dead-facts/ How can parents help at home?
Practise drawing techniques using images of skulls. Consider different symbols in everyday life and what they mean.
Subject Information Year 8
Subject Area Drama Topic: Devising theatre
Term Summer 1 and 2
Content This unit allows students to draw upon all of their performance skills and knowledge of theatre that they have gained during KS3, by creating their own original piece of drama based on a given stimulus. Students will build on their knowledge of theatre practitioners studied in the previous term, and apply their ideas through practical exercises and performance. Pupils will be encouraged to apply a range of explorative strategies when creating drama, and consider the use of dramatic techniques, and the application of all their drama skills to produce a sophisticated piece of theatre. What knowledge and competencies will be assessed? The following Mastery Checkpoints will be specifically taught and assessed: A01 - Devising Drama ● Can devise a sophisticated and original piece of drama. ● Can use the ideas and methods of a recognised theatre practitioner with sophistication. ● Can use imaginative and interesting ideas from a range of stimuli to create an effective performance. A02 - Performing Drama ● Can make sophisticated use of a range of dramatic techniques for effect. A04 - Knowledge and understanding of Drama ● Has a thorough knowledge and understanding of the methods of a theatre practitioner. How will this unit be assessed?
When will this take place?
AO1 is assessed during the rehearsal process and the final performance. AO2 is assessed by way of a performance either in front of the whole class. A04 is assessed throughout the scheme with evidence being seen in rehearsals, performance, verbal responses to questions in lessons and in written communication.
AO1 is assessed during lesson time throughout the scheme. Formal assessment of A01, AO2 and A04 takes place in the penultimate week of Summer 1, and the penultimate week of Summer 2.
Helpful further reading/discussion The BBC Bitesize website is useful for researching dramatic techniques and explorative
strategies, though it should be noted that this is for GCSE use. However, there is no reason why a Year 7 student couldn’t have a look. http://www.bbc.co.uk/schools/gcsebitesize/drama/exploring/explorative_strategiesre v1.shtml http://www.bbc.co.uk/schools/gcsebitesize/drama/exploring/explorative_strategiesre v2.shtml http://www.bbc.co.uk/schools/gcsebitesize/drama/exploring/elementsrev5.shtml http://www.bbc.co.uk/schools/gcsebitesize/drama/exploring/drama_mediumrev7.sht ml How can parents help at home? Encouraging students to evaluate their performance (in other subjects as well as drama) is always useful, either verbally or written. You can help by encouraging your child to explain to you exactly what they did in their subjects, what problems they encountered and how they overcame them. An experience of live theatre is also very useful. The Theatre Royal, Playhouse, Garage, Maddermarket and Sewell Barn theatre all have shows that are suitable for younger audiences.
Subject Information Year 8
Subject Area English Topic: 20th Century War Literature (The Book Thief)
Term Summer
Content This is a reading unit that provides students with the opportunity to study a high-quality modern novel to build up an understanding of the historical, social and cultural context (including genre) of the time in which it was set. They will also explore the plot, characters, setting and theme, as well as writing a review of the book. What knowledge and competencies will be assessed? The following Mastery Checkpoints will be addressed / assessed: AO1 – Reading, interpreting and analysing texts ● Can analyse the effect of language, including figurative language in a range of literary texts, in a sophisticated way. ● Can analyse the effects of writers’ structural choices. ● Can analyse the effect of the historical and social context on a text. ● Can explain the effect of figurative language in a range of literary texts. ● Can explain the effects of the writer’s language choices in a range of literary texts. ● Can explain the effects of structure at whole text level, in a range of literary texts. ● Can explain the effects of structure at sentence level, in a range of literary texts. ● Can read for meaning in a range of texts, including fiction and non-fiction. ● Can make inferences and understand implied meanings. ● Can use evidence from a text to support their ideas. AO2: Knowledge and understanding of literary texts ● Has a thorough knowledge and understanding of the social, historical and cultural contexts (including genre) of a range of literary texts. ● Has a thorough knowledge of the plots of a range of literary texts. ● Has a thorough knowledge of the themes and ideas in a range of literary texts. ● Has a thorough knowledge and understanding of the characters in a range of literary texts. ● Has a thorough knowledge of relevant literary terms and can use them effectively. ● Has a sound knowledge of the plot of a high quality modern novel. ● Has a sound knowledge of the themes and ideas in a high quality modern novel. ● Has a sound knowledge of the characters in a high quality modern novel. ● Has a sound knowledge of the historical, social and cultural context (including genre) of a high quality modern novel. ● Understands the historical, social and cultural context (including genre) of a seminal world text. ● Has a sound knowledge of the themes and ideas of a seminal world text. ● Has a sound knowledge of relevant literary terms and can use them correctly. How will this unit be assessed?
When will this take place?
Informal assessment of students’ knowledge and competencies will take place each lesson. Formal Assessment: ● Reading assessment - a formal analytical essay commenting on either a theme or character in the novel. ● Writing assessment - a book review for a specific audience. ● Speaking and listening assessment - either: a) a presentation about WWII b) a debate / discussion.
Assessment is ongoing in every lesson and teacher feedback (either written or verbal) will take place regularly. The formal reading and speaking and listening assessments will take place at the end of the unit. The written assessment will take place as a prep opportunity.
Helpful further reading/discussion As this unit involves studying a selection of poetry from WWII, students would benefit from reading a selection of information texts about this time and the subject (including encyclopaedia entries / appropriate websites). Examples include: • http://www.bbc.co.uk/history/worldwars/wwtwo/ • http:// http://www.world-war-2.info/facts/ http://www.bl.uk/world-war-one/ • http://www.historylearningsite.co.uk/world-war-two/ • http://www.history.com/topics/world-war-ii In addition, they would also benefit from reading as many fiction books about war as possible. Examples include: Private Peaceful / War Horse - Michael Morpurgo The Diary of Anne Frank When Hitler Stole Pink Rabbit - Judith Kerr Goodnight Mr Tom - Michelle Magorian Carrie’s War - Nina Bawden The Boy in the Striped Pyjamas - John Boyne Once / Then - Morris Gleitzman Loyal Creatures - Morris Gleitzman Catch 22 - Joseph Heller All Quiet on the Western Front - Erich Maria Remarque How can parents help at home? During lesson time, students will be required to research WWII. Parents could therefore help students with this research as well as by encouraging them to read as widely as possible.
Subject Information
Year 8
Subject Area French
Term Summer 1 & 2
Topic: • Growth mind-set • Exam preparation Content Sum1
Students will learn vocabulary connected with talent competitions and music. They will recycle and extend vocabulary from earlier units to be able to produce and understand extended passages in written and spoken form. They will develop their listening and reading skills to be able to extract detail from longer passages containing unfamiliar language. They will consolidate and further their understanding about how verbs work, including modal verbs, infinitives and the imperative. They will extend their understanding of adjectives to include superlative adjectives. They will consolidate their understanding of the 3 tenses met so far, using them to comment upon performances and ambitions. They will put this learning into action as they comment upon each other’s speaking performances and act upon the feedback they receive to improve their own performance. They will write and speak with increasing accuracy of spelling and pronunciation. Sum2
Students will revise the vocabulary and structures for the different units covered over the course of the year. They will look specifically at the different skills and draw on their experience and learning to hone their approaches to different tasks in preparation for the end of year exam. After the exam they will develop their group work skills and research skills to direct their own learning about a subject of their choice which they will then share with the class in a group presentation. What knowledge and competencies will be assessed?
Formative group speaking assessment: conversation on the topic of growth mind-set Formative writing assessment about the performance of a talent contest participant Summer exam will test reading, writing, listening and speaking. All the above linked the Language Mastery Checklist (available in student books)
How will this unit be assessed?
When will this take place?
Assessment is ongoing in every lesson and teacher feedback will take place regularly.
Ongoing assessment in lessons and teacher feedback in books. Students will complete graded assessments in their books.
Mastery feedback will be given every half term reviewing student progress. Sumer exam
Helpful further reading/discussion
We would encourage you to ask students to report back on their lessons and encourage them to share their learning and progress. Any opportunity to watch French films/television and read/watch relevant travel programmes is strongly encouraged. Class teachers can provide specific examples, please contact teachers directly for a specific resource to support your child’s study.
How can parents help at home?
Please encourage students to practise their vocabulary at home – labelling items at home and using French to ask/answer questions. Practice of key words is essential to progress, the more opportunity to do this the better.
Year 7
Subject Area French •
Term Summer 1 & 2
Topic: Where I Live • Holidays
Content Sum1
Students will learn vocabulary connected with towns and recycle and extend vocabulary from earlier units to be able to produce and understand extended passages in written and spoken form. They will develop their listening and reading skills to be able to cope with longer passages containing unfamiliar language. They will consolidate and further their understanding about how verbs work, including formal and informal “you”, the verb aller, and reinforce their understanding of the preposition à and the structure il y a. Sum2 Students will learn the vocabulary for different countries and how to use this within a sentence. They will increase their familiarity with numbers and apply this knowledge to be able to understand prices. They will understand the different between the present tense and the near future tense and be able to use this to talk about what they normally do on holiday and what they are going to do on holiday. Students will continue to develop the accuracy of their syntax, spelling and pronunciation.
What knowledge and competencies will be assessed?
Formative group speaking assessment in the form of an interview. Formative writing assessment about where they live. Formative written assessment Formatively assessed group presentation about an area of France. All the above linked the Language Mastery Checklist (available in student books)
Commented [A1]:
How will this unit be assessed? Ongoing assessment in lessons and teacher feedback in books. Students will complete graded assessments in their books.
When will this take place?
Assessment is ongoing in every lesson and teacher feedback will take place regularly. Mastery feedback will be given every half term reviewing student progress.
Helpful further reading/discussion
We would encourage you to ask students to report back on their lessons and encourage them to share their learning and progress. Any opportunity to watch French films/television and read/watch relevant travel programmes is strongly encouraged. Class teachers can provide specific examples, please contact teachers directly for a specific resource to support your child’s study.
How can parents help at home?
Please encourage students to practise their vocabulary at home – labelling items at home and using French to ask/answer questions. Practice of key words is essential to progress, the more opportunity to do this the better.
Commented [A2]:
Subject Information Year 8
Subject Area Geography Topic:
Term Summer 1
How does water shape the world? Content This unit focuses on students exploring key physical processes linked to water. This includes the water cycle and the processes that shape a river. Students will explore the different types of erosion and transportation and consider what effect these have. Students will then complete a case study on a river in England where they will explore the course a river takes and the features of a river change and develop. To complete the unit, students will explore the causes, effects and management of flooding by comparing floods in Bangladesh and Yorkshire. What knowledge and competencies will be assessed? Knowledge: ● ● ● ● ●
Water cycle: precipitation, transpiration, evaporation and condensation Course of a river: tributary, meanders, source, mouth and ox-bow lakes. Erosion: abrasion, solution, hydraulic action and attrition Transportation: traction, suspension, solution and saltation Key human and physical features of Bangladesh and Yorkshire
Skills: ● Map skills ● Understanding ‘Place’ ● Geographical processes: can define processes and explaining how people can create change in an environment and describing the relationships between people and the environment ● Literacy: writing an analytical explanation of fieldwork data ● Numeracy: using data to identify and describe patterns How will this unit be assessed? When will this take place? M ast ery checkpoint s are embedded in all lessons however st udent s will complet e a case st udy on a river by analysing t he dat a of t he bedload.
Summer 2, Week 6
Helpful further reading/discussion http://www.bbc.co.uk/schools/gcsebitesize/geography/water_rivers/ Any news articles on flooding. How can parents help at home? Parents are encouraged to read the news with their children, to keep up to date on current affairs in
the world. Encourage discussions about the use of water and peoples rights to water. Research charities who work on providing clean water to developing countries. Revision of the meaning and spelling of key geographical places. Identification of different places on a world map.
Subject Information
Year 8
Subject Area HISTORY Topic:
Term SUMMER
Part 1: How did Britain change as a result of the First World War? HOLOCAUST:
Content Part 1: Students will investigate the causes of the First World War and explore some of the socio-economic impacts that the war had on Britain and the wider world. Part 2: What knowledge and competencies will be assessed? Part 1: The main historical skills will be developing significance and diversity. Part 2: How will this unit be assessed? Part 1: Students will produce an extended piece of writing using primary sources.
When will this take place? After May half-term
Part 2:
Helpful further reading/discussion Part 1: BBC Interactive Guide to WWI: http://www.bbc.co.uk/history/0/ww1/25768752 BBC Video Clips for Y8/9: http://www.bbc.co.uk/education/topics/z4crd2p Part 2: How can parents help at home? Part 1: There is a wealth of information on the First World War and we encourage parents to use them, some listed above. If there is opportunity to visit the Battlefields of WWI in Belgium and France that would also be a very interesting experience for the students. Part 2:
Subject Information
Year 8
Subject Area Latin & Classics •
Term Summer 1 & 2
Topic: Roman Britain
Content Students will develop their knowledge and understanding of verbs, learning concepts of infinitives and modal verbs. They will be able to translate these accurately, paying attention to person and tense. They will continue to consolidate their knowledge of cases. Students will be introduced to daily life in Roman Britain. They will learn about how the people of Roman Britain lived and how their daily lives were influenced by the Romans. Students will continue to develop their understanding of modal verbs and infinitives, encountering them in the imperfect tense as well as present. They will learn about how adjectives must agree with nouns in case and number. They will continue to consolidate their knowledge and understanding of other verbs and nouns, extending their vocabulary further. Students will learn more about the invasion of Britain by the Romans and Boudicca’s revolt. What knowledge and competencies will be assessed?
Use of quizzes to reinforce vocabulary acquisition, knowledge of verb and noun endings and extend English vocabulary.
Formative assessment: translation task with focus on use of infinitives and modal verbs. Formative assessment: presentation on the impact of the Roman invasion of Britain. Formative translation task Summative assessment: end of year exam How will this unit be assessed? Ongoing assessment in lessons and teacher feedback in books. Students will complete assessments in their books.
When will this take place?
Assessment is ongoing in every lesson and teacher feedback will take place regularly. Mastery feedback will be given every half term reviewing student progress.
Summer exam
Helpful further reading/discussion
We would encourage you to ask students to report back on their lessons and encourage them to share their learning and progress. The ‘classics’ focus of the course, about life in ancient Rome is the easiest to find support materials for. Please encourage students to watch documentaries/dramatisations of ancient Roman life and to support their learning with relevant fiction and non-fiction material that focusses on this period.
The website www.cambridgescp.com contains useful links as well as a vocabulary tester to assist students with the language side. How can parents help at home? Please encourage students to practise their Latin vocabulary at home – labelling items at home. Practice of key words is essential to progress, the more opportunity to do this the better.
Subject Information
Year 8
Subject Area Maths
Term Summer 1
Topics: Loci and Constructions, Quadratics, Trigonometry Content Our final topics of key stage 3 look at some challenging concepts with algebra and shape. To begin with, students will focus on improving their skills with compasses and also improve their understanding of drawings and lines as collections of locus. For quadratics we will look at completing the square and solving quadratics by using both factorising and the quadratic formula in order to identify points on a curve. For trigonometry we will look at some triangle relations including Pythagoras and SOHCAHTOA formulas and ratios. This will challenge students perception of triangles as well as their calculator abilities as we learn to use 6 new processes. What knowledge and competencies will be assessed? ● Find the locus of a point that moves according to a given rule, both by reasoning and using ICT. ● Use straight edge and compasses to do standard constructions. ● Factorise quadratic expressions including the difference of two squares. ● Manipulate algebraic formulae, equations and expressions, finding common factors and multiplying two linear functions. ● Derive and use more complex formulae and change the subject of the formula. ● Evaluate algebraic formulae, substituting fractions, decimals and negative numbers. ● Understand and use trigonometrical relationships in right-angled triangles, and use these to find lengths and angles. ● Understand and apply Pythagoras’ theorem when solving problems in 2D. ● Calculate lengths, areas and volumes in 3d shapes and prisms. How will this unit be assessed? When will this take place? Mastery Assessments End of topic problem solving assessments
Twice Weekly Fortnightly
Helpful further reading/discussion http://www.bbc.co.uk/education/topics/zq9d7ty/resources/1 http://www.bbc.co.uk/education/topics/zxw76sg http://www.bbc.co.uk/education/guides/z26nb9q/ http://www.sumdog.com/ How can parents help at home? Discussions with students about each topic. Quizzes at home about what they have learnt. Spend some time with them on maths games; I recommend the use of Sum Dog.
Year 8
Subject Area Maths
Term Summer 2
Topics: End of Key Stage 3 Assessment, Statistical study Content We will begin this half term by preparing for our end of Key Stage 3 exams which will involve revising everything that we’ve covered over the past two years. Once we have completed our end of Key Stage 3 assessment and learnt from our performance, we will perform a statistical study. This will develop useful skills for all students as they learn to independently construct their own research study and it will be a particularly beneficial experience for students taking the Statistics GCSE as this will be similar to the coursework for this. What knowledge and competencies will be assessed? ● Suggest a problem to explore using statistical methods, frame questions and raise conjectures. ● Select, construct and modify, on paper and using ICT, suitable graphical representation. ● Estimate the mean, median and range of a set of grouped data and determine the modal class of grouped data. ● Compare two or more distributions and make inferences, using the shape of the distributions. ● Examine critically the results of a statistical enquiry and justify the choice of statistical representations. How will this unit be assessed? When will this take place? End of Year Assessment Research Response
During whole school assessment week Once the statistical study has been submitted
Helpful further reading/discussion http://www.bbc.co.uk/education/topics/z3nygk7 http://www.bbc.co.uk/education/subjects/zqhs34j http://www.sumdog.com/ How can parents help at home? Discussions with students about each topic. Quizzes at home about what they have learnt. Spend some time with them on maths games; I recommend the use of Sum Dog.
Subject Information Year 8
Subject Area Music Topic: Reggae
Term Summer 2
Content Students will learn about the history of reggae music and the features of reggae music through playing and performing ‘Three Little Birds’ by Bob Marley. What knowledge and competencies will be assessed? AO1: Playing and Performing ● ● ● ● ● ●
Has a sophisticated grasp of rhythm and pulse and can confidently self-correct own and others' timing. Can demonstrate musical quality in a performance – e.g. clear starts, ends of pieces / phrases, technical accuracy etc. Can maintain an independent part in a small group when playing or singing (e.g. rhythm, ostinato, drone, simple part singing etc.). Can maintain own part within a group performance with an awareness of how the parts fit together. Can play an instrument, performing simple melodic or rhythmic parts. Can suggest, follow and lead simple performance directions.
AO3: Knowledge and Understanding of Music ● ● ● ● ●
Can aurally identify, recognise, respond to and use musically, basic symbols, including rhythms from Western notation and basic changes in pitch within a limited range. Can offer comments about own and others’ work and ways to improve, plus accept feedback and suggestions from others. Has a sound knowledge and understanding of music from a different country. Has a sound knowledge and understanding of music from a specific genre. Can recognise changes in tempo, texture and dynamics, with effective use of the correct terminology.
How will this unit be assessed? Formative Assessment Weekly peer- and self-assessment. Regular teacher feedback Mid-unit formal assessment with effort grade and WWW/EBI. Pupils to act upon EBI. Summative Assessment Final teacher assessment based on evidence from recordings and final performance Formal assessment with effort grade, level of mastery achieved and WWW/EBI. Pupils to act upon EBI.
When will this take place? Assessment is ongoing in every lesson and teacher feedback (either written or verbal) will take place regularly. The formal assessment will take place at the end of the unit.
Helpful further reading/discussion Reggae research online. How can parents help at home? Discussing the features of reggae music, key musicians and developments in the genre.
Subject Information Year Subject Area Term 7 and 8 Physical Education Summer 1 Topics: Sports Journalism Content Manager- Tactical awareness, team player, decision making, game planning, team selection, style of play, formations, roles and responsibilities, motivational, discipline Coach- Preparation, motivational, formations, style of play, outwitting opponents (tactical play) Record keeper (Statistics)- Score keeping, calculating scores/ league positions Journalist- match reports, presenting the games (iPads used for recording of this) Players: Bench ball- Throwing, catching, moving up the court, teamwork, speed, accuracy, observations, feedback. Seated volleyball- Awareness, accuracy, teamwork, strength, observations, feedback. Throughout all PE lessons sportsmanship, leadership, teamwork and essential communication skills will be worked on continuously in all roles and responsibilities. What knowledge and competencies will be assessed? Understanding both sports and the finer details involved in performing during short drills, games situations and competition as well as how to carry out each role will be assessed. How to apply certain skills and techniques within drills and competition will be assessed. How to perform in each role will be assessed based on teamwork, collaboration in the groups and key words used to demonstrate knowledge and understanding of the skills and tactical play within the games. Rules, scoring and match reporting (linked to presenting and officiating) to assess a complete understanding of the game. Mastery areas to be covered over the year: Developing physical competence and performance (A01) Developing healthy, active lifestyles (A02) Evaluating and creating solutions (A03) Knowledge and Understanding (A04)
How will this unit be assessed? Mastery and effort assessment
When will this take place? Assessment is continuous in Physical Education as observation of certain skills could take place at any given moment with a drill or game being played. Discussions also take place to gain a full understanding from the individual students.
Helpful further reading/discussion Any literature that can be accessed on each sport will also help. Reading match reports and researching statistics within a chosen sport to help understand how to do these effectively Watching sports/activities being played either live or on TV. How can parents help at home? If accessible allow students to watch any of the sports being played live or on electronic devices. YouTube have a number of short video clips on netball.
Subject Information Year 8 Topics: Athletics Content
Subject Area Physical Education
Term Summer 2
Track events: Speed, technique, endurance, stamina, strength, low to high starting position, baton changeover, teamwork, timing/ recording, observations, feedback. Field events: Throwing, sideways movement, low to high technique, distances, height, jumping, arm swing, rotations, extending, recording, observations, feedback. Throughout all PE lessons sportsmanship, leadership, teamwork and essential communication skills will be worked on continuously. What knowledge and competencies will be assessed? Understanding all events in athletics and the finer details involved in performing during short drills and activities, through performing within competition will be assessed. When and where to apply certain skills and techniques within drills and competition will be assessed. Rules and disciplines linked to the events will be used to assess a complete understanding of the events. Mastery areas to be covered over the unit: (A01-8)- Can select and connect appropriate skills, techniques and ideas, showing precision and control (A02-7)- Understands how regular and safe physical activity promotes their health and wellbeing (A03-6)- Can observe and describe how their performance is similar to and different from others’ Mastery areas to be covered over the year: Developing physical competence and performance (A01) Developing healthy, active lifestyles (A02) Evaluating and creating solutions (A03) Knowledge and Understanding (A04) How will this unit be assessed? Mastery and effort assessment
When will this take place? Assessment is continuous in Physical Education as observation of certain skills could take place at any given moment with a drill or event.
Discussions also take place to gain a full understanding from the individual students. Helpful further reading/discussion Any literature that can be accessed on the sports will also help. Watching sports/activities being played either live or on TV. How can parents help at home? If accessible allow students to watch any of the sports being played live or on electronic devices. YouTube have a number of short video clips on netball.
Subject Information Year 8
Subject Area Philosophy •
Term Summer 1
Topic: Environmental issues
Content
Students will explore whether the Earth is sacred, or has intrinsic value, through the beliefs of indigenous peoples. They will consider a range of attitudes to the environment and explain the reasons for those attitudes. Students will analyse the concepts of dominion and stewardship using religious examples found in Christianity, Hinduism and Jainism. They will assess whether we have an intrinsic duty to care for the environment (comparing with consequentialist and utilitarian approaches). Students will have the opportunity to investigate ways in which we can help the environment, giving a range of practical ideas and suggestions. They will explain the different interpretations of animals’ moral status suggested by Aquinas, Descartes and Peter Singer. They will evaluate ideas about animal rights and debate the implications of developments in animal rights.
What knowledge and competencies will be assessed?
The three assessment objectives are knowledge, evaluation and quality of written communication. These skills will be addressed separately in lesson tasks and together in essay tasks when units are complete. The mastery sheet is available that details the exact competencies.
How will this unit be assessed?
Ongoing assessment in lessons and teacher feedback in books. Students will complete timed essays in exam conditions.
When will this take place?
Assessment is ongoing in every lesson and teacher feedback will take place regularly. Timed essays will be completed every half term. The final summer project will be presented in the final weeks before summer.
Helpful further reading/discussion
The topics are open-ended and will often provide opportunities for discussion. We would encourage you to ask students to report back on their lessons and encourage them to share their views. Each topic will have recommended reading/watching, the recommended materials are listed below: Wider Reading
Fiction: • The Lorax – Dr Seuss • The Iron Man – Ted Hughes • Animal Farm – George Orwell • Warhorse – Michael Morpurgo Non-Fiction: • https://philosophynow.org/issues/88/Three_Challenges_For_Environmental_Ph ilosophy • http://www.bbc.co.uk/ethics/animals/rights/rights_1.shtml • Silent Spring – Rachel Carson
• 1001 Ways to save the environment – Joanna Yarrow Film/Documentary: • An inconvenient truth – Davis Guggenheim • Avatar – James Cameron • Wall-E – Andrew Stanton How can parents help at home?
Please encourage students to follow the news and apply this to their studies. They will not require specific input but rather the opportunity to share and refine their ideas on these huge topics. There is a great deal of reading/watching that can support their philosophical study please encourage students to engage in this wider material.
Subject Information Year 8
Subject Area Philosophy •
Term Summer 2
Topic: Philosophy in literature, art and cinema
Content • • •
Literature – The Little Prince Antoine de Saint-Exupery Art – Possible Sainsbury Centre/ Norwich Castle visit, aesthetics philosophy. The Death of Socrates by Jacques Louis David Cinema – The Truman Show What is reality? Descartes, Plato, Sartre
Students will complete an extended project analysing one of 3 potential sources (above). They will carry out focused independent research using a range of resources. They will identify the philosophical links within the source and make links with scholarly ideas studied throughout years 7 and 8. They will evaluating the ideas within the source and the ways they are presented. They will organise their work using a journal and present final findings in the form of an academic poster and formally present findings to the class.
What knowledge and competencies will be assessed?
The three assessment objectives are knowledge, evaluation and quality of written communication. These skills will be addressed separately in lesson tasks and together in essay tasks when units are complete. The mastery sheet is available that details the exact competencies.
How will this unit be assessed?
Ongoing assessment in lessons and teacher feedback in books. Students will complete timed essays in exam conditions.
When will this take place?
Assessment is ongoing in every lesson and teacher feedback will take place regularly. Timed essays will be completed every half term. The final summer project will be presented in the final weeks before summer.
Helpful further reading/discussion
The topics are open-ended and will often provide opportunities for discussion. We would encourage you to ask students to report back on their lessons and encourage them to share their views. Each topic will have recommended reading/watching, the recommended materials are listed below: Wider Reading
•
Students may carry out independent research to disciver wider relevant resources. How can parents help at home?
Please encourage students to follow the news and apply this to their studies. They will not require specific input but rather the opportunity to share and refine their ideas on these huge topics. There is a great deal of reading/watching that can support their philosophical study please encourage students to engage in this wider material.
Subject Information Year 8
Subject Area Science
Term Summer
Topic: Acids and Alkalis Content This module covers the reactions of acids and alkalis, including the tests for different gases. Students will learn about neutralisation and how it can be used in everyday life. Students will also learn how to use different types of indicators to identify substances. What knowledge and competencies will be assessed? ● All pupils will have acquired independent learning skills. ● All pupils will be aware of safety in the science lab and will be able to complete practical work safely. ● All pupils will have a secure understanding of the periodic table and what an element is. ● All pupils will have an understanding of the pH scale and where different acids and alkalis fit on there. ● All pupils will have a clear understanding of the reactions of acids and alkalis including the tests for different gases. ● All pupils will know how to write up a full practical report, including an aim, prediction, variables, method, results table, conclusion and evaluation. All pupils will be able to analyse data and draw conclusions. How will this unit be assessed? When will this take place? Summative assessment: • Regular in-lesson support. • Regular short assessments using • Regular informal assessment tasks. mastery checkpoints in lessons. • End of Topic Tests at the end of each • End of Topic Tests to assess progress unit. across the unit. Formative assessment: • Regular peer and self-assessment. • Regular teacher feedback verbally and in books. Helpful further reading/discussion http://www.bbc.co.uk/education/topics/zypsgk7 http://www.bbc.co.uk/education/topics/zn6hvcw Discussions about acids and alkalis – what is an acid? What is an alkali? What is the periodic table and what does it tell us? What uses do acids and alkalis have? What is molarity? How can parents help at home? Discussions with students about each topic. Quizzes at home about what they have learnt. Discussions about acids and alkalis – conduct research into what acids and alkalis are and their uses.
Subject Information Year 8
Subject Area Science
Term Summer
Topic: Energy Content This module covers an introduction to energy: energy types, energy transfers and energy calculations. The module also includes generating electricity and methods of heat transfer. Students will explore appliance in terms of energy transfers and efficiency. What knowledge and competencies will be assessed? ● All pupils will have acquired independent learning skills. ● All pupils will be aware of safety in the science lab and will be able to complete practical work safely. ● All pupils will have a secure understanding of the methods of heat transfer. ● All pupils will have an understanding of the types of energy, energy transfer and energy calculations. ● All pupils will have a clear understanding of how to generate electricity. ● All pupils will know how to write up a full practical report, including an aim, prediction, variables, method, results table, conclusion and evaluation. ● All pupils will be able to analyse data and draw conclusions. How will this unit be assessed? When will this take place? Summative assessment: • Regular in-lesson support. • Regular short assessments using • Regular informal assessment tasks. mastery checkpoints in lessons. • End of Topic Tests at the end of each • End of Topic Tests to assess progress unit. across the unit. Formative assessment: • Regular peer and self-assessment. • Regular teacher feedback verbally and in books. Helpful further reading/discussion http://www.passmyexams.co.uk/GCSE/physics/index.html http://www.bbc.co.uk/education/topics/zc3g87h Discussions about energy – what are the types of energy? How do appliances work? How can we calculate power and energy usage? How is electricity generated? How can parents help at home? Discussions with students about each topic. Quizzes at home about what they have learnt. Discussions about energy – what are the types of energy? How do appliances work? How can we calculate power and energy usage? How is electricity generated?
Year 8
Subject Area SPANISH
Term Summer 1 & 2
Topic: • Food • Fashion Content Students will learn about typical Spanish foods and be able to talk about what they typically eat. They will learn how to describe what they and others wear and give their opinion about it. They will continue to consolidate their preterite tense work from earlier in the year and use three tenses (past, present and future) in much of their work in preparation for GCSE. The year will end with a full exam of content from September.
What knowledge and competencies will be assessed? Formative translation/written tasks to consolidate learning of new content. Regular vocabulary testing. Speaking assessment at end of half term to assess understanding of questions, accuracy of pronunciation, and ability to speak in Spanish using a variety of verbs in the three tenses. EXAM TO CONCLUDE THE YEAR: reading and listening skills only
How will this unit be assessed? Ongoing assessment in lessons and teacher feedback in books. Students will complete assessments as detailed above.
When will this take place?
Assessment is ongoing in every lesson and teacher feedback will take place regularly. Mastery feedback will be given every half term reviewing student progress.
End of year exam
Helpful further reading/discussion
We would encourage you to ask students to report back on their lessons and encourage them to share their learning and progress. Any opportunity to watch Spanish films/television and read/watch relevant travel programmes is strongly encouraged. Class teachers can provide specific examples, please contact teachers directly for a specific resource to support your child’s study.
How can parents help at home?
Please encourage students to practise their vocabulary at home – labelling items at home and using Spanish to ask/answer questions. Practice of key words is essential to progress, the more opportunity to do this the better.
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