The curriculum at Cowes Enterprise College extends from years 7 to 13 and includes both the formal timetabled curriculum and all the informal learning and development that occurs outside the timetable.
The purpose of the curriculum in all OAT schools is to
• Teach – the curriculum sets out the knowledge and skills students are entitled to
• Develop – the curriculum sets out how students will develop socially and emotionally
• Change – the curriculum is designed so that any student can excel, so that no one is disadvantaged
The most common question we are asked at parents’ evenings is “how can I support my child?”. This booklet aims to give you useful information that will help you support your child through their year 8 learning journey. If you require any further information, please email info@cowesec.org and your query will be forwarded to the appropriate person.
Assessment and reporting
In order to improve the relevance of the information that we are able to send home in reports, each subject set their own assessment and reporting schedule to fit in with the rhythm of their curriculum and they will report in a format that lends best to the information they are sharing.
Assessment is something that occurs in classrooms on a daily basis through questioning and observation and enables us to adapt our teaching instantly to meet the needs of our students. More formal assessments are used to measure whether long-term learning has been achieved.
Reports are sent home through the SIMS App. If you will need paper copies instead, please let us know through info@cowesec.org.
Curriculum information | Year 8 KS3
Subject information
Each subject has included their year 8 curriculum overview, details on how and when learning will be assessed, their reporting schedule and links for useful information, for example; websites, curriculum content/knowledge organisers and wider reading.
Timetabled lessons
There are 25 hour-long lessons on the timetable each week and a 20-minute tutor time every day, during which tutor groups take part in assemblies, activities relating to behaviour and culture, whole-class reading and charter activities. The lessons are distributed as follows:
Expectations of behaviour for learning – KS3
Students are expected to be respectful and meet the behaviour expectations of the academy. Students will need to attend every day, arrive on time, be resilient, responsible and respectful at all times. We expect that students will dress correctly for school, including on all visits, and bring the necessary equipment each day found here on the website.
We ask that students aim for the best possible standards in their studies and work to their full potential in all subjects.
We ensure that students in Key Stage 3 enrich their studies with curriculum related visits. These directly contribute to their learning and promote a love of learning and educate for life.
In order to facilitate the enrichment offer of the academy sometimes there might be a need for teacher absence, this will be covered mainly by our internal cover team. The expectation for work and student focus does not waiver during cover lessons.
As we move through Key Stage 3 there is a greater ownership and expectation of students for their own learning. As students grow older we expect students will act as role models for younger students.
How do I create
How can I use shading to draw 3D shapes?
How do I research an artist or designer?
Art | Year 8 KS3
Maritime Heroes Project
Extended Drawing
Overview
Students produce artwork and research on a range of people who either work as environmental Scientists, Marine Biologists or inventors and Wildlife wardens etc.
How do I use a grid to scale up an image?
How can I create a range of tones using pencil and charcoal to create a sense of ‘form’?
What is World Ocean Day about?
or designer’s style?
How can I use them as an influence my own artwork?
Architecture Drawing/ 3D/Collage
How do people from other cultures live?
How does the place and environment affect the way a building is made?
How do I draw a 3D shape using one point perspective?
In Art & Design students are introduced to a wide range of techniques, media and genres. There are four main components that run throughout the KS3 course: RECORDING and DEVELOPING ideas, USING ARTISTS AND DESIGNERS as an influence, REFINING of practical skills and CRITICAL AWARENESS. There are three projects in Year Eight: Basic Skills, Moving Figure and Micro-life. These projects are designed to build students’ confidence in a wide range of techniques and form the foundations of the KS3 Art & Design Curriculum, which will then be built upon each year. Practical skills covered will include: drawing, colour media such as painting and pastels, 3D – sculpture and printmaking.
What careers are there within the Maritime Industries? Who are our Maritime Heroes?
How can Art & Design influence the way we see the world or change the way we live?
What is collage?
How can I use simple card construction skills to make a 3D tower?
Students look at a range of different buildings and styles of Artists/ Designers are also asked to design an ‘eco- house’ as one of their homework.
Students will have their own Art & Design Folder which acts as a ‘sketch book’, in which the majority of their work will be kept. They are expected to have their own HB pencil, rubber, and sharpener and bring these to every lesson. The three units for year 8 are shown below.
What is World Ocean Day about?
TOPICAL TALK
Art KS3
Who are our Maritime Heroes?
Yr 8 learning journey
Can Art & Design influence the way we see the world or change the way we live?
What careers are there within the Maritime / Environment / Eco-Industries?
YR7
What are the issues of homelessness, the need for building more houses for a growing population and how can we make homes more eco- friendly and sustainable?
Basic Skills
Drawing, Painting and Artist Research
Basic Skills Project
Drawing, painting, Artist research
What is Art & Design used for in the wider world?
What is Art & Design for?
Who makes Art & Design? And Why?
How do I use tone to create a three dimensional effect?
How do you use a grid when drawing, and why?
How can I use the knowledge organiser and what is the importance of self quizzing?
What is a Still Life?
How can I experiment with painting and colour techniques?
How do I create a realistic image?
What is Cubism?
How can I use shading to draw 3D shapes?
How do I research an artist or designer?
Maritime Heroes Project
Extended Drawing
Students produce artwork and research on a range of people who either work as environmental Scientists, Marine Biologists or inventors and Wildlife wardens etc.
Micro-life Project
Illustration and Printmaking
How do I use a grid to scale up an image?
Colour & Pattern Project
How do artists capture movement?
Painting/Drawing/Collage
How do I create a sense of movement in my
How can you mix a range of secondary and tertiary colours?
How has the human figure been represented in different cultures and historical time periods?
How can I control my use of colour and brushwork when painting?
What is sculpture? What is an armature?
What is Futurism?
TOPICAL TALK
How can I recognise the key characteristics of an artist’s or designer’s style?
How can I use them as an influence my own artwork?
What inventions would you like to see in the future?
What Eco- invention could you create? Is new technology always a good thing? If not then why not?
Architecture
Drawing/ 3D/Collage
How do people from other cultures live?
How does the place and environment affect the way a building is made?
How do I draw a 3D shape using one point perspective?
How can I use an artist or designer to influence my own artwork?
How can I create a range of tones using pencil and charcoal to create a sense of ‘form’?
What is collage?
How have different cultures represented the ocean within their traditional / modern artwork?
What is World Ocean Day about?
How do you create a printing block?
What careers are there within the Maritime Industries? Who are our Maritime Heroes?
How can I use simple card construction skills to make a 3D tower?
How can I use a variety of drawing and colour media to record marine lifeforms?
How can Art & Design influence the way we see the world or change the way we live?
How do artists, designers and scientists work together?
Students look at a range of different buildings and styles of Artists/ Designers are also asked to design an ‘eco- house’ as one of their homework.
How can Art & Design influence the way we see the world or change the way we live?
What is World Ocean Day about?
How can I use a variety of drawing and colour media to record marine lifeforms?
Who are our Maritime Heroes?
What are zooplankton and Phytoplankton?
Can Art & Design influence the way we see the world or change the way we live?
TOPICAL TALK
How do Artists raise pollution awareness about Ocean Micro plastic?
What careers are there within the Maritime / Environment / Eco-Industries?
What are the issues of homelessness, the need for building more houses for a growing population and how can we make homes more eco- friendly and sustainable?
Y8 UNIT 2
Y7 UNIT 3
Y7 UNIT 4
Art | Year 8 KS3
When and how assessment of learning will happen
The first half term will be a basic skills project where students will carry out several tasks which will be used as a baseline assessment for the start of year 8.
Students will also be assessed formally at the end of each project and in addition to this, students will be given continual informal assessment and feedback throughout each project.
You will receive a report home in November, January and June.
The first will reflect on the work and skills completed so far in the Basic Skills project and the Moving Figure Project, the second and third will give a more complete ‘overview’ of your child’s progress and attainment for the whole year. There will also be comments on how to improve further and useful information to extend your child’s knowledge and understanding of Art & Design.
Useful information
It is always a great idea to expand your child’s experiences as much as possible and one way is to visit a gallery. Being able to talk about and reflect upon artwork is a key part of our curriculum and so having opportunities to do this will help your child gain in confidence not just in Art & Design but other subjects too.
Here are some of the Key Artists and Art Movements that we will be featuring in Yr8 that you may wish to find out about in advance: Cubism, Futurism, George Braques and Marcel Duchamp.
Local galleries:
Quay Arts - Newport, Creative Hub - Newport, City Art Gallery - Southampton, The John Hansard GallerySouthampton. Portsmouth Museum and Art Gallery, Aspex Gallery - Portsmouth.
Or why not take an online “virtual tour” at the national gallery Virtual tours | Visiting | National Gallery, London
Homework expectations
Homework is set each half term and students have a choice of tasks that are related to their current theme. They are expected to complete four tasks that should take between 30 - 45mins each. We are happy to supply any materials and equipment that students need for homework. We find students really enjoy the Art & Design tasks as it offers opportunities to show their independence and creativity.
Why are confidence, creativity and communication important in drama?
What makes an effective mime?
What is a freeze frame?
Y7 UNIT 6
Ernie’s Incredible Illucinations by Alan Aykebourn
What Drama skills do we need for interpreting a playscript?
Darkwood Manor
How can we create an atmosphere on stage?
How do we create tension in Drama?
How do we make sure that our improvisation communicates effectively with an audience?
Y7 UNIT 5
Treasure Island and theatre spaces
What is improvisation?
What decisions do we need to make when creating a character?
How can we convey a character's feelings through our acting?
The year 8 Drama schemes build on the Drama skills that students learnt in year 7 and starts to develop depth in their Drama knowledge, skills and techniques through a range of themes and ideas across the year. Across KS3 we focus on building the 4 C’s confidence, communication, co-operation and creativity as these will enable students to take an active part in Drama but are also excellent life skills. As part of their learning the students work in different group sizes using both improvisation and scripts to create performances. They continue to develop their ability to reflect and evaluate their own Drama work and that of others including professional actors. The seven Drama units for year 8 are shown below.
How can we use sound and movement to change the atmosphere of a scene?
How do I bring a scene from Treasure Island to life using Drama skills?
Storytelling and puppets
How do we retell a Myth using Drama skills?
What storytelling skills do you need to engage an audience?
Yr 8 learning journey
MUSIC Drama
What is the effect on a play when we use different forms of staging?
Can we work as a group to create our own myth explaining something about the world?
Who killed Albert Peach?
What is a murder mystery?
Why are confidence, creativity and communication important in drama? What makes an effective mime? What is a freeze frame?
How can we use improvisation to reconstruct events?
How can we change our voice to convey the personality of a character?
What is puppet theatre?
How are puppets used in theatre to tell stories?
How can I create an engaging shadow puppet performance for an audience?
What is Greek chorus?
Darkwood Manor
and
What is improvisation?
How do I use my vocal and physical skills as part of a chorus?
How can we create an atmosphere on stage?
How do I work with masks to create an effective performance as part of a chorus?
How do we create tension in Drama?
How do we make sure that our improvisation communicates effectively with an audience?
What decisions do we need to make when creating a character?
How can we convey a character's feelings through our acting?
Ernie’s Incredible Illucinations by Alan Aykebourn
Live Theatre Production
How do I know what acting choices another actor has made?
What is exaggeration and why is it an essential component of melodrama?
Treasure Island and theatre spaces
How can we use physical expression to create classic melodramatic poses?
How can we change our facial expressions to create recognisable characters?
Storytelling and puppets
How can I describe the drama that I am watching?
What Drama skills do we need for interpreting a playscript?
How can I analyze the effectiveness of acting?
How can we use sound and movement to change the atmosphere of a scene?
How do I bring a scene from Treasure Island to life using Drama skills?
How can we create melodramatic stock characters?
What is the effect on a play when we use different forms of staging?
What are the essential skills of a good storyteller?
How do we retell a Myth using Drama skills?
What storytelling skills do you need to engage an audience?
How can we effectively engage an audience in an atmospheric piece of drama?
Can we work as a group to create our own myth explaining something about the world?
How can we use the key features of the science fiction genre to create interesting improvisations?
Who killed Albert Peach?
What is back story and why is it important?
What is a murder mystery?
How can sound contribute to the creation of atmosphere on stage?
How can we use improvisation to reconstruct events?
How can we change our voice to convey the personality of a character?
Improvisation
How do I create drama from a stimulus?
How do I work as part of an ensemble?
How do I use physical skills to create meaning for an audience?
What is puppet theatre?
How are puppets used in theatre to tell stories?
All the world’s a stage
What does theatre look like in other parts of the world? What are the styles of these types of theatre?
How can I create an engaging shadow puppet performance for an audience?
theatre, chorus and mask work
What is Greek chorus?
How do I use my vocal and physical skills as part of a chorus?
How do I work with masks to create an effective performance as part of a chorus?
Homelessness
How do I create drama from a social issue?
What is verbatim theatre?
How can we use physical expression to create
How do I use a verbatim script as a starting point for creating drama?
How can we change our facial expressions to create recognisable
Cross curricular
Y8 UNIT 1 Greek theatre, chorus
mask work
Y8 UNIT 2
Y9 UNIT 2
Drama | Year 8 KS3
When and how assessment of learning will happen
To assess learning in Drama, our year 8 students will complete an in-class assessment at the end of each topic. These will take place during or at the end of each unit of work. Within each in-class assessment, students will be assessed in five strands; Group work and planning skills, Creativity, Application of Drama skills, and Reflecting and Evaluating.
Reports will go home during December, March and July. These will give information on two half- terms’ work and will give the current attainment and information across the four strands on how to improve further.
Useful information
The best way to understand Drama and theatre is to see it. There are now a wide range of online resources as well as local theatres that you can go to.
To really improve a student’s Drama skills, getting involved in our school plays is a great free way to do this. We are totally inclusive and everyone is welcome whether they want to be on stage or work backstage, all we ask is that they are present at rehearsals and performances and try their best.
Drama online is free and the school has an account that your child will be given access to via Show my homework:
https://www.dramaonlinelibrary.com/
BBC Bitesize is a great place to start for understanding more about Drama skills.
How performers use their body - Physical skills for interpreting a character - AQA - GCSE Drama Revision - AQABBC Bitesize
How performers use their voice - Vocal interpretation of a character - AQA - GCSE Drama Revision - AQA - BBC Bitesize
Homework Expectations
Drama homework will be set to ensure that it is effective and supports the work taking place in class. It will be set once every half term with students choosing from a range of tasks for that unit.
Design & Technology | Year 8 KS3
Food, Textiles, Resistant
Materials
Overview
In Design Technology across KS3 we use a structure of a carousel of different specialisms to ensure students get a broad and balanced approach of the Design & Technology and Food curriculum areas. Each student completes a half term on rotation across the carousel within each specialism. We have 4 half terms for these specialisms and we share the timetable with Computing (Computing has 2 half terms).
Students access workshops, tools and materials to design and make working products to develop student knowledge and experience in specialist classrooms, kitchens and workshops. From day one we ensure students access and engage fully in safe use of our specialist areas. Our subject provides an active, out of your seat learning environment, utilising team challenges, paired work and individual activities to provide many opportunities to explore the subject across the Key Stage and develop a breadth of experience in each specialism. Across KS3 the activities and projects are scaled, to ensure students build year-on-year their experience in the specialisms.
We are a fundamental and integral element of the maritime thematic curriculum here at CEC. Our students learn about the maritime environment of our local area, setting in context the world of work, careers and the skills of the maritime world. All projects integrate maritime links within the specialisms’ curriculum.
Yr 8 learning journey
Unlike other Learning Journeys, in DT students may cover the units in a different order but will complete all units during the course of the year.
Students will complete each of the following during a half term, across our timetabled four half terms:
• Textiles – Students will explore a design context and creatively design and make a high-quality machine sewn tote bag. Incorporation of manufacture using the sewing machine and practical skills alongside design and creativity.
• Food – Students learn about the importance of Food hygiene, safety and eating a healthy and well-balanced diet. They will also develop practical skills in our wonderful kitchen, making products to taste, evaluate and develop. Students continue to develop their skills in the kitchen exploring and using a host of equipment whilst combining ingredients. We call this ‘cooking in the galley’.
Design & Technology | Year 8 KS3
Food, Textiles, Resistant
Materials
• Resistant Materials – We focus developing our students’ experiences of the workshop across specific materials to construct a high-quality mechanical toy. We also look at the communication and design skills that help communicate ideas within the design cycle.
• Maritime – This is a groundbreaking project where students design and manufacture a powerboat. The STEM style project builds on the skills of Resistant Materials and students’ use of the workshop and tools and materials. Students test in teams their powerboats on our testing ponds. We integrally develop employability skills of cooperation, sharing, teamwork, leadership and meeting deadlines. We also include research into maritime careers.
When and how assessment of learning will happen
Assessment takes a variety of forms in our specialisms from verbal feedback in the workshop and kitchen during practicals, through multiple choice quizzes and related class and homework activities. Individual and peer reflection are integral as well as reading, sharing and expressing our thoughts and designs. Employability skills are also reviewed.
Each student will receive a detailed report each term (December, March and July), from the specialisms they have completed. This will include the attainment and progress they have made during the projects, provide some useful tips and links to activities that could be completed to develop and support progress.
As students complete different specialisms as part of the carousel, students will receive reports from these areas at different times to some of their peers.
Students are expected to access Show My Homework (SMHW), the CEC online hub for issuing homework. We use a variety of formats for homeworks. Homework tasks are set to build on the learning in class or check and reinforce and revisit topics, to support making further progress and checking and testing knowledge acquisition, retention and application.
It is usual that a homework task or activity sheet is carefully returned to school and submitted in class or if electronic to be completed online. It is expected that homework is completed to a high standard.
All homework tasks can be printed if students have trouble accessing the online task. Deadlines for homeworks are expected to be met, and to support inclusivity we understand that this may not be possible on occasion and a note to the teacher can then support completion.
Getting Started
How do I demonstrate file management?
Computing | Year 8 KS3
YR7
How do I explain safe practices when accessing the school network?
How do I ensure my internet research is reliable?
Introducing Spreadsheets
What is a spreadsheet used for?
How does basic formulae manipulate data?
How do I demonstrate conditional formatting?
How do I create graphs and charts to represent different types of information?
Computing: Past, Present & Future
Can I explain how computing has changed from the past to the present and the future?
What must I consider when I am presenting knowledge using word processing, desk top publishing and presentation software?
How can I demonstrate appropriate formatting in my documents?
How do I select proofreading software tools so that my spelling and grammar has been checked?
This year will see new and interesting topics being introduced into the IT and Computer Science rotation. The lessons form part of the Design Technology rotation, and your child will be timetabled to a term in which they will have these lessons.
Students will continue their three-year journey learning a range of knowledge and practical skills allowing them to expand their confidence, application and creativity as well as giving them skills that they will be able to use throughout their lives. The diverse range of skills will also support them in their other subjects to be able to access, present and consolidate their IT skills. They will also gain a firm foundation for KS4 and KS5 options later in their school career.
Internet Safety
Do I have an awareness of Internet safety and cyber security?
Yr 8 Learning Journey
Computing KS3
How do I demonstrate safe practices when using the Internet?
How do I regulate my own digital footprint?
How do I keep myself safe online?
Programming in Python
Can I explain how to sequence using Python programming?
What must I identify when working in Python to solve specific problems?
How do I explain basic programming constructs in Python?
How do I demonstrate programming constructs to show efficiency?
Getting Started
Advanced Spreadsheets
Am I confident to use spreadsheets to model data?
How do I demonstrate file management?
How do I explain safe practices when accessing the school network?
Computing Components
Introducing Spreadsheets
What is a spreadsheet used for?
How do I demonstrate a range of advanced functions within spreadsheets?
What must I know about the main computer peripherals and their uses?
How does basic formulae manipulate data?
How does the use of validation within spreadsheets minimize errors?
How do I ensure my internet research is reliable?
Computing: Past, Present & Future
Can I explain how computing has changed from the past to the present and the future?
How do I explain how computer performance is measured?
How do I demonstrate conditional formatting?
How to I explain the difference between storage devices and storage media?
What must I consider when I am presenting knowledge using word processing, desk top publishing and presentation software?
How do I develop and use macros to automate aspects of spreadsheets?
How do I create graphs and charts to represent different types of information?
How do I explain what is meant by the ‘Internet of Things’?
How can I demonstrate appropriate formatting in my documents?
How do I select proofreading software tools so that my spelling and grammar has been checked?
Sound and Editing
Am I confident to edit sound and video?
How do I demonstrate how to record and edit
Internet Safety
How do I develop and edit videos?
Do I have an awareness of Internet safety and cyber security?
How do I combine video and audio?
How do I demonstrate safe practices when using the Internet?
How do I regulate my own digital footprint?
How do I keep myself safe online?
Programming in Python: Selection
Programming in Python
How do I use selection to make a decision when programming in Python?
How do I demonstrate the input of variables?
Can I explain how to sequence using Python programming?
What must I identify when working in Python to solve specific problems?
How do I select and implement if-else and elif when programming with Python?
How do I identify when the use of multiple elif statements
How do I explain basic programming constructs in Python?
How do I demonstrate programming constructs to show efficiency?
When and how assessment of learning will happen
Students are assessed against their theory knowledge and practical application through a mix of in-class work and digital exam-style assessment. The students are continuously assessed on their recall and at the end of each topic their written work will be assessed against the criteria given to them at the beginning of the topic.
YR8
Networking & The Internet
Can I explain the main components of a network and the Internet?
Advanced Spreadsheets
You will receive a report home in February and July.
How do I explain the purpose of an IP address?
Am I confident to use spreadsheets to model data?
What must I know about cloud computing?
How do I demonstrate a range of advanced functions within spreadsheets?
How do I explain how and why data is split into packets?
How does the use of validation within spreadsheets minimize errors?
What must I know about the features of wired and wireless connections?
How do I develop and use macros to automate aspects of spreadsheets?
Ethics of Computing
Computing Components
What must I know about the main computer peripherals and their uses?
Am I able to explain the difference between illegality and immorality?
What must I know about the crediting of content creators?
How do I explain how computer performance is measured?
How to I explain the difference between storage devices and storage media?
What must I consider when discussing the negative impacts of technological advancements on the environment?
How do I explain what is meant by the ‘Internet of Things’?
How do I explain how algorithms can be used to make moral decisions in a real-life situation?
YR7
Computing | Year 8 KS3
Curriculum topics
Programming in Python: Sequence
Computer programmes, User data, Data types, Placeholders & lists, Working with lists, Working with strings
Advanced Spreadsheet Drop-down list, VLOOKUP & sorting data, Check boxes, Macros, Logical operators and the REPT function
Sound and Video Editing
Introduction to sound editing and Audacity, Audio effects, Planning a video advert, Creating a soundtrack for a video advert, Introduction to video editing and OpenShot, Visual effects
Programming in Python: Selection Decisions based on calculations, If else, Comparing strings and numbers, Elif, Multiple elifs
Internet Safety Cyber Security & Encryption Digital footprint, Passwords & phishing, malware
A short homework task is set every lesson, this is usually a short digital quiz to assess their recall from the previous lesson or a research task in preparation for the next lesson.
English KS3
English | Year 8 KS3
KEY
Overview
Ancient Origins
Men and monsters
Why is Homer’s Odyssey such an important text?
Take part in a debate
African Tales Heroes and Rebels
What makes someone heroic?
Are rebels bad people?
Our Year 8 program of study continues to introduce students to what we feel are the most influential and beautiful stories ever written. Students will use these texts as a springboard to find their unique, creative voice. All units include opportunities for reading, writing and speaking.
How did humans use myths and stories to makes sense of the world around them?
Is Odysseus a hero?
Can a hero be flawed?
What motivates people to break rules?
What do European and African gods, myths and monsters have in common?
Pursuing the dream: Students will read Great Expectations by Charles Dickens, a true Victorian masterpiece. We will explore the tension between wealth and poverty and look in depth at Dickens’ creation of characters whose flaws and eccentricities still fascinate today! Most importantly, we’ll follow the coming -of – age of young Pip, who is trying to find his place in the world. Concurrently, students will explore if and how issues raised by the text are still relevant and consider this in their own writing.
How are women presented in this ancient text? How have modern retellings told the story from women’s point of view?
Context: What was life like in ancient Greece? What is xenia?
Who was Homer? Was life different for men and women? Was ancien Greece a patriarchal society?
How does author Natasha Bowen present the character Simidele and the setting of the sea in The Skin of the Sea?
Context: What was it like to live in West Africa in the 1500s? Why did slave ships exist and what was it like to be on one? What did England have to do with the slave trade? When and why did it end?
Perform to an audience
Laughter and Love: What does it mean to be a ‘man’ or a ‘woman’? Are these terms even still relevant today? Why are relationships such an interesting way to present humourous situations? Whilst reading Much Ado About Nothing by William Shakespeare, students will explore the origins and history of comedy and read a range of poetry that explores complex relationships – not only between men and women, but between people and the idea of ‘gender’.
Shakespeare Mischief and Mayhem
Rebellions and Revolutions: Students will read the iconic text, Animal Farm by George Orwell, learning about the Russian revolution whilst exploring the use of allegory. Questions will be asked such as ‘how much power is too much power’? Is power a force of corruption? Students will use the material from this unit to write persuasively and informatively.
How does William Shakespeare present the complexity of relationships in his magical comedy ‘A Midsummer Night’s Dream’?
How is the harsh city of Athens juxtaposed with the magical freedom of the forest?
How does Shakespeare use language to present character?
Yr 8 learning journey
See a Shakespeare play in performance
What techniques are used to create humour?
There are three units in year 8, shown below
English KS3
YR7 YR8
How is gender shown?
Context: Was Athens a strict, patriarchal society? What was family life like in Athenian and Elizabethan culture? How does Shakespeare subvert social expectations of the time?
KEY Morality Hierarchy Relationships Justice Conflict Fate vs free will Charter opportunities
KEY
Pursuing the Dream Great Expectations
Ancient Origins
Men and monsters
Eco Futures
Take part in a debate
How does Dickens present the young vulnerable Pip in his most famous novel, ‘Great Expectations’?
Why is Homer’s Odyssey such an important text?
How did humans use myths and stories to makes sense of the world around them?
How does Dickens use pathetic fallacy and figurative language (metaphor, simile and personification) to create memorable settings, characters and events?
Is Odysseus a hero? Can a hero be flawed?
How do authors create sympathy in a reader? Can we ever feel sorry for a villain?
Laughter and Love: Shakespeare
African Tales
Heroes and Rebels
What makes someone heroic?
How does William Shakespeare present the battle of the sexes in his comedy ‘Much Ado About Nothing’?
Are rebels bad people?
What motivates people break rules?
Are men and women presented differently in the play?
What do European and African gods, myths and monsters have in common?
How are relationships in families
How does Shakespeare use contrast, or ‘foils’ to show the complexity and depth of a character?
Stand up when answering a question in
How does author Natasha Bowen present the character Simidele and the setting of the sea in The Skin of the Sea?
Why do some people act immorally?
Is the right thing to do always the right thing to do? Is it ever justifiable to lie in order to accomplish something?
How are women presented in this ancient text? How have modern retellings told the story from women’s point of view?
Do traumatic events of the past influence future?
How do poets present social class throughout history?
Context: What was life like in ancient Greece? What is xenia? Who was Homer? Was life different for men and women? Was ancien Greece a patriarchal society?
How is a debate structured? Is money important in life?
Shakespeare Mischief and Mayhem
What was life like in Victorian England? What is different for rich and poor people or between men and women? Who was Charles Dickens and why is he such an important figure in literary history?
See a Shakespeare play in performance
Context: What was it like to live in West Africa in the 1500s? Why did slave ships exist and what was it like to be on one? What did England have to do with the slave trade? When and why did it end?
If a person is hurt through humour, is it still funny?
How does Shakespeare dialogue, wit and banter to create funny scenarios?
What are the differences between satire, parody and slapstick?
Perform to an audience
How do poets throughout history present love?
Context: What was Elisabethan life like for men and women? Have things changed very much?
How has the genre of comedy changed over time?
Read a passage from your favourite book and explain why it is your favourite.
How does William Shakespeare present the complexity of relationships in his magical comedy ‘A Midsummer Night’s Dream’?
How is the harsh city of Athens juxtaposed with the magical freedom of the forest? How does Shakespeare use language to present character? What techniques are used to create humour?
How is gender shown?
Rebellions and revolutions
Animal Farm
Write a letter to the senior leaders at school about something you really like in school and about something you would really like to change, explaining why and giving possible solutions.
Context: Was Athens a strict, patriarchal society? What was family life like in Athenian and Elizabethan culture? How does Shakespeare subvert social expectations of the time?
Does George Orwell show power as a force of corruption in his novel ‘Animal Farm’
What is an ‘allegory’?
Does Orwell use zoomorphism or anthropomorphism in his novel?
Is the farm a microcosm / symbol for society?
What is foreshadowing and how does Orwell use it?
Pursuing the Dream Great Expectations
What is a social hierarchy?
How does Dickens present the young vulnerable Pip in his most famous novel, ‘Great Expectations’?
How does Dickens use pathetic fallacy and figurative language (metaphor, simile and personification) to create memorable settings, characters and events?
How do authors create sympathy in a
Y8 UNIT 1 Stand up
Laughter and Love: Shakespeare
Eco Futures: How do non -fiction authors present our responsibility to the environment?
Context: What happened during the Russian Revolution? What is the difference between socialism and communism?
How does William Shakespeare present the battle of the sexes in his comedy ‘Much Ado About Nothing’?
Are men and women presented differently in the play?
How are relationships in families shown?
How does Shakespeare use contrast, or ‘foils’ to show the complexity and depth
Y7 UNIT 1
English | Year 8 KS3
Finding your place: Students will read Thursday’s Child by Australian author Sonya Hartnett, a story that takes place in Australia during the Depression era. Like Pip, from Great Expectations, Tin and his sister, Harper try to navigate the difficult circumstances they find themselves in. Students will also explore literature that has challenged colonization and
Under the Flame Tree: A CEC poetry anthology Students will be exposed to a range of poetry around the theme of ‘family’ and undertake a number of creative writing tasks. The anthology includes multicultural poets such as Grace Nichols, D. H Lawrence, Vernon Scanell, Warson Shire and Mimi Kahlvati (an Isle of Wight native!)..
When and how assessment of learning will happen
We will be posting the assessment at the start of each unit on show my homework. This will clearly outline what the children need to know and what skills they will use to demonstrate their knowledge. Alongside short answer formative assessments, we will be preparing students for longer, more complex written essays.
You should be receiving a comprehensive report home after each unit:
• December - Pursuing the dream
• April – Laughter and Love
• July- Rebellions and Revolutions
Useful information
What can be better than curling up with a great book? We expect children to read at home in evenings for at least ten minutes every evening.
Our fantastic library is well stocked and waiting for students to borrow books! Children are welcome to come and read any time after 8 am and up to 4 pm, including break times and lunch times. Books can borrowed for three weeks and if, by some mysterious twist of fate, we do not have the book a student is after, they should be sure to fill in a ‘book request’ form, found next to Mrs Wooton’s desk. We’ll be sure to get it! English teachers will also bring you to the library and show you were everything is.
Be sure to check out our monthly library newsletter we will send home at the end of each month for reviews of the latest books, staff and student recommendations and tips for finding the perfect book.
Homework expectations
As well as the minimum ten minutes reading, homework tasks include quizzes, research, creative writing, spelling, watching and commenting on video clips and lots of exciting activities that will stretch and broaden students’ experience of the curriculum.
Great Expectations on Spotify
BBC Radio 4: In our Time Shakespeare and Literary Criticism https://www.bbc.co.uk/programmes/p00545dp
BBC Radio 3 https://www.bbc.co.uk/sounds/series/b00g2v6p
Show My Homework www.satchelone.com
Copies of the Texts available from Amazon (all are also available on audible)
• Great Expectations
Much Ado About Nothing
Thursday’s Child
Who to email for questions/support
Director of Learning for English: Mrs Justine Doughty jdoughty@cowesec.org
Y7 UNIT 2
Y7 UNIT 1
La rentrée! – Back to school!
French | Year 8 KS3
YR7
How are French words pronounced?
How do I spell French words from their sounds?
How do I respond to basic questions about myself?
Overview
En classe – In class
How do I talk about my studies?
How do I give my opinion about school subjects in French? How do I conjugate regular -er verbs and ensure adjectives agree?
Mon temps libre –
My free time
How do I talk about what I do in my free time using the verb “faire”?
How do I say what I like doing?
Y7 UNIT 5
En ville – In town
How do I talk about where I live?
How do I use “on peut” to say what you can do?
Y7 UNIT 4
Ma vie de famille – Family life
How do I use cognates to understand a text?
Having learnt basic grammatical structures, including present and future tense formation in year 7, in year 8 students are challenged to apply these in new contexts. The year 8 curriculum is also designed to introduce students to new topics (eg: holidays and food) with further vocabulary learning and to the past tense to enable them to vary their language and use of structures, which is crucial to GCSE success. We aim to encourage students to be creative with language, to use more mature structures and vocabulary in order to understand and respond to speakers of the language and to give them the skills to cope on a global stage. The five year 8 units are shown below.
How do I use time phrases to develop my speaking and writing?
Yr 8 learning journey
YR8
Y8 UNIT 1
Vive les vacances! –
Long live the holidays!
How do I talk about holidays in the past?
How do I form regular and irregular verbs in the past tense?
Can I recognise negative in the past tense?
How do I talk about my family and someone else’s family?
How do I say that “we do” an activity?
How do I adapt a text to write my own piece of French?
J’adore les fêtes
Le monde est petit
How can I talk about where I live?
How do I talk about my routine?
How do I talk about injury and illness?
When and how assessment of learning will happen
Ma vie sociale d’ado –
My social life
How do I talk to people about using technology?
YR9
How do I arrange to go out and make excuses?
How do I use the present and perfect tenses to say what I normally do and what I did last weekend?
À loisir
How do I talk about my favourite festival?
How do I buy food in a market?
How can I talk about future plans for special events?
How do I talk about freetime activities?
How do I arrange to meet someone?
How do I form and answer questions?
Bien dans sa peau – Healthy and happy
How do I talk about healthy lifestyles and staying in shape?
How can I discuss healthy and unhealthy food?
How can I improve my use of the future tense to say what I am going to do to be healthier?
À l’horizon –In the future
How can I talk about my future plans and say what job I want to do?
How do I ask and answer questions about part-time jobs?
How can I use the near future tense to talk about my ambitions?
French
How skills are assessed
Listening
Speaking
Students will show that they can understand the main points of short texts and some longer texts, including events in the past and future.
Students will demonstrate that they can say the majority of words from the Y8 curriculum with accurate French pronunciation. Students will also discuss free time activities, likes and dislikes regarding music and TV including reasons for these opinions as well as what they did yesterday in their free time and during holidays in the past.
Reading Students will demonstrate their understanding of main points, opinions and details in short written texts about holidays, future plans and food, including past holidays.
Writing Students will aim to write short texts using language from memory, giving opinions with reasons, including sequencers, and reference to the past and future.
You will receive a report in January and July.
Useful information
Vocabulary learning is vital for language acquisition. Please try some of these…
• Use “Look-cover-write-check” or “Look-cover-say-check” strategy for revision for speaking and writing tests
• Play games with your child to learn the vocabulary – use the links for the online learning resource “blooket” given each week on SMHW.
• Sticky notes: Ask your child to write new vocabulary on sticky notes and stick them where he/she will see them often. For example, he/she could stick them to the bathroom mirror to read through every time he/she washes their hands or brush his/her teeth.
• Make cards: Cut up some paper or card into small rectangles. Write one target language word on each card. Write out the English words too, one word per card. Mix them up and match the cards! You can play snap with them or turn them all upside down and try to find the pairs.
• Use languages online link below to help your child learn the past tense https://www.languagesonline.org.uk/French/Grammar/Begin_Perfect_Tense/index.htm
Homework expectations
Each Friday, a link to “quizlet” and “blooket” will be provided on Show My Homework (SMHW) for your child to start learning the key vocabulary for the unit to be taught the following week. Encourage your child to review the vocabulary on their preferred site (you will need to help them make an account using their school email). Encourage your child to spend 10 minutes per day reviewing the vocabulary and at the end of the week, they should complete the vocabulary quiz on Show My Homework (SMHW) to show their teacher they have retained the vocabulary. This is due every Friday. If you require a paper copy of the key vocabulary, please email your child’s class teacher or info@ cowesec.org. Students are expected also to prepare thoroughly for speaking and writing assessments.
Geography KS3
Overview
How to explore like a geographer?
In year 8 we continue to build on the skills and knowledge that our geographers have begun to develop. We have put together a curriculum that intends to inspire a sense of awe and wonder about our physical and human surroundings. We also aim to further encourage our geographers to develop an appreciation of interdependencehow people and countries are interlinked and how they interact with each other.
How do rivers change as they go downstream?
YR7
Location
How can we use maps to locate places?
How can we show features on a map?
How are waterfalls, meanders and floodplains formed?
What are the challenges and opportunities facing Africa?
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts in geography.
How can the risk of flooding be managed?
How is wealth spread around the world?
In lesson we want students to be able to locate places, features and people at a range of scales, from local to global. For example, we want year 8 geographers to maps to locate hazardous events both at a global and local scale and in our globalisation topic we want our geographers locate countries and how they connect with each other.
Physical science: Using a compass for navigation
How do flood risks compare in different parts of the world?
Maritime: Importance of rivers
Why do people live in poverty?
What are the challenges and opportunities of living in Lagos, a megacity in Nigeria?
Place Here we want our geographers to understand what activities and processes take place in various locations on our Island, in the UK or globally. For example, in our second topic we will explore issues relating to sustainability and biodiversity in Australia and Costa Rica.
Maritime project: How has Cowes become an important Maritime town?
Human processes
Eco Futures: How can we manage flooding management sustainably?
Eco Futures: Is there a future for the Sahel?
This is our study of the interrelationships between people, place, and environment, and how these vary spatially and over time, across and between locations. In year 8 we aim to build on their understanding of processes such as risk and resilience, globalisation and sustainability through studies of countries at varying levels of development.
What happens along our coastline?
Physical processes
How do waves erode the coastline?
How can transportation and deposition (including longshore drift) change the coastline?
How can we defend the coastline against erosion and flooding?
Physical science: Flooding linked to climate change
This is our study of Earth’s climate, atmosphere, soil, streams, landforms, and oceans. We also examine how human culture interacts with the natural environment and the way that locations and places can have an impact on people. Year 8 geographers will explore the theory of plate tectonics and the impacts that the movements of the earth’s crust have for tectonic hazards. They will also consider the role of humans in managing the risks associated with tectonic hazards and also threats posed to marine and terrestrial ecosystems.
Maritime project: Is coastal management in Cowes effective?
Geographical skills These provide the necessary tools and techniques for us to think geographically. These include GIS (Digital mapping), photo and satellite image interpretations and interpreting data.
Eco Futures: How can we manage coastal erosion and coastal flooding management sustainably?
Life science: What are causes of desertification?
These concepts exist through our geography curriculum from year 7 to 13. Each topic is built around a big question with each lesson exploring a particular enquiry question.
Are volcanoes and earthquakes always dangerous?
How do plate boundaries link to volcanoes and earthquakes?
What are the impacts of earthquakes and volcanoes?
How can we reduce the dangers of earthquakes and volcanoes?
Physical science: How does the carbon cycle link to volcanic activity?
Careers: The role of geographers in making decisions during hazardous events
How is Globalisation changing our world?
How does Globalisation affect our local place?
How can you think like a geographer?
Can we save the Great Barrier Reef?
Can tourism be sustainable?
Can we build a waste free world?
Maritime: Formation, threats and sustainable solutions about conservation of coral reefs
Eco Futures: Extended piece of evaluative writing to allow student to make, justify and evaluate a decision about sustainable eco solutions for an issue of their choice.
Careers: The role of geographers creating sustainable solutions to issues linked to biodiversity
How are places around the world becoming increasingly linked through trade?
How is China becoming an increasingly globalised country?
Maritime: Globalisation of shipping routes
Eco Futures: Is environmental globalisation a force for good?
DT: How can we design and manufacture a vessel to transport goods?
Y7
Y7 UNIT 4
Cross curricular Eco Futures Maritime Futures
Geography | Year 8 KS3
When and how assessment of learning will happen
To assess learning in Geography, our year 8 students will complete an in-class assessment. These will take place towards the end of the first and third half-terms with reports being sent home. Within each in-class assessment, students will be assessed on four strands:
• Knowledge – This will assess knowledge of key terms, locations and facts. These will be multiple choice, definition or brief one sentence responses.
• Understanding – This will assess explanation of processes, for example to explain the formation of a V shaped valley. These will be short answer questions requiring a few sentences to complete an explanation.
• Application – This will assess the ability to evaluate or assess based on a place studied in the topic, and will be a structured extended answer.
• Geographical skills – This will assess map skills, data interpretation skills and image analysis. These will be multiple choice, definition or brief one sentence responses.
In addition, they will complete regular knowledge quizzes to help them develop and recall the key ‘must know knowledge’. These will be set in a combination of in-class and online quizzes.
You will receive a report in December and July. In our Geography subject report you will find:
• Useful information about the in-class assessment the students have completed
A numerical and percentage score from their in-class assessment
Information and feedback about why a particular score was awarded and an indication of how this could be improved
• ‘Next steps’ and sources of support to help students improve their performance in the future
An ‘ATL’ (Attitude to Learning) grade to indicate achievement and completion of online recall quizzes, including feedback about whether they were completed or not.
Useful information
Each Geography report will contain more specific sources of support relevant to each in-class assessment and Geography topic, such as links to relevant online revision tools and access to the knowledge organisers.
In addition to a paper copy in their exercise books, students will always be able to access the relevant knowledge organisers for each Geography topic online on Satchel One to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
Knowledge organisers are concise and precise overviews of the must know knowledge needed for each topic. They also contain the key subject specific vocabulary relevant for each topic.
Homework expectations
Students will be set a knowledge retrieval quiz on Satchel One each week, linked to the knowledge covered in those lessons. In addition, each topic has a fiction or non-fiction text linked to it and so knowledge quizzes may be linked to a section of text from the particular topic. Year 8 Geographers this year will look at extracts from ‘When the rivers run dry’ and ‘Fashionopolis: The Price of Fast Fashion and the Future of Clothes’.
History | Year 8 KS3
Overview
How have migrants changed Britain?
Why did migrants come to Britain?
Who came to Britain?
What impacts have migrants had on Britain over time?
Did the Normans “annihilate Anglo-Saxon England”?
What can archaeological artefacts reveal about the Anglo-Saxons?
Our curriculum in year 8 builds on year 7 learning and aims to enable our students to gain a coherent knowledge and understanding of Britain’s past and that of the wider world and to inspire students’ curiosity to know more about the past. Across the Key Stage, students will cover a broad history of Britain as a coherent, chronological narrative, from the earliest times to the present day, as well as how Britain has influenced and been influenced by the wider world. During our year 8 History lessons, students will have the opportunity to explore rich and diverse stories from the past. They will be taught key ‘must know’ knowledge essential to their deep understanding of the issues we explore. Alongside this factual knowledge, students will also be taught the key disciplinary concepts which make up History as a subject..
Why was 1066 a crisis in medieval England?
Was the Norman Conquest a significant moment in history?
What migrated along the Silk Road?
How powerful were medieval kings & queens?
History KS3
How was Britain connected to the world in the Middle Ages?
Yr 8 learning journey
‘All the treasures of the world’: what was so special about medieval Baghdad? Was 1348 the end of the world?
How have migrants changed Britain?
What does the Mary Rose tell us about Tudor society?
Why did migrants come to Britain?
Who came to Britain?
What can the artifacts from the Mary Rose tell us about life in Tudor England?
What impacts have migrants had on Britain over time?
Why was religion a mater of life & death in Tudor England?
Did Elizabeth I solve the religious problems in England?
Why do historians disagree about King John?
What does the murder of the Archbishop of Canterbury tell us about the power of the church?
How important were England’s medieval queens?
How was 17th century Britain turned upside down?
Did the Normans “annihilate Anglo-Saxon England”?
Why did people fight a civil war in the middle of the 17th century?
What can archaeological artefacts reveal about the Anglo-Saxons?
Why have historians disagreed about Oliver Cromwell?
Why was 1066 a crisis in medieval England?
Why did Parliament become more powerful than the monarch?
Was the Norman Conquest a significant moment in history?
Maritime: Mary Rose case study to understand life in Tudor England, heritage and history/heritage careers
What migrated along the Silk Road?
How was Britain connected to the world in the Middle Ages?
‘All the treasures of the world’: what was so special about medieval Baghdad? Was 1348 the end of the world?
What is the legacy of the slave trade and empire?
Who was involved in the slave trade and why was it abolished?
Who benefitted from the British Empire?
How have interpretations on the British Empire changed and why?
What does the Mary Rose tell us about Tudor society?
Maritime: Transatlantic slave trade and life onboard a slave ship
What can the artifacts from the Mary Rose tell us about life in Tudor England?
Why was religion a mater of life & death in Tudor England?
How similar were people’s experiences of WWI?
Why did the First World War start in 1914?
Did Elizabeth I solve the religious problems in England?
What was life like for a soldier on the Western Front?
Was the First World War the same for people from different backgrounds and from different places?
How powerful were medieval kings & queens?
Why do historians disagree about King John?
What can we learn from the kingdoms of Benin and Asante about African histories?
What does the murder of the Archbishop of Canterbury tell us about the power of the church?
How did the kingdom of Benin rise and fall?
How important were England’s medieval queens?
How did the kingdom of Asante rise and fall?
What was the relationship like between Europe and West African kingdoms?
How was 17th century Britain turned upside down?
Why did people fight a civil war in the middle of the 17th century?
Why have historians disagreed about Oliver Cromwell?
‘A long and winding road’; why was the journey towards democracy so difficult?
Did the Industrial Revolution only bring progress and improvement?
What was the industrial revolution?
Why did Parliament become more powerful than the monarch?
How democratic was Britian in the 19th century?
How successful were the Chartists in helping men get the vote?
Maritime: Mary Rose case study to understand life in Tudor England, heritage and history/heritage careers
Why did women get the vote in 1918?
What is the legacy of the slave trade and empire?
Who was involved in the slave trade and why was it abolished?
Who benefitted from the British Empire?
How did new ideas in the 20th century lead to conflict?
What was life like during the industrial revolution?
What were the consequences of the Industrial Revolution?
What can we learn from the kingdoms of Benin and Asante about African histories?
How did the kingdom of Benin rise and fall?
How did the kingdom of Asante rise and fall?
What was the relationship like between Europe and West African kingdoms?
How was the Holocaust able to happen?
Y7
Y8 UNIT 5
Y7 UNIT 2
Y8 UNIT 2
Y8
Y7
Y8 UNIT 6
History | Year 8 KS3
Across KS3, students will develop their understanding of:
• Continuity and change. Why do some aspects of the past change, sometimes dramatically, whilst other aspects appear to change very little?
• Cause and consequence. What causes lead to events happening in the past? What consequences do these lead to and with what impacts?
• Similarity and difference. Within a time period, what similarities and differences can be drawn between people, groups or events? Why do these similarities or differences exist?
• Significance. What makes events or moments in the past significant?
Through the key stage, students will have the opportunity to develop these disciplinary concepts to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Students will also be able to explore how evidence is used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed. The particular focus for each topic within our year 8 curriculum is indicated on our curriculum journey shown above.
When and how assessment of learning will happen
To assess student progress in History, our year 8 students will complete two in-class assessments; one of these will be in half term 4 about slavery and the second will be in half term 6 about votes for women. Within each assessment students are assessed on two key components:
1. Subject knowledge – this part of the assessment will be about factual recall and short answer responses
2. Writing skills – this gives our students the opportunity to share their historical knowledge in more depth by writing in more detail. Sentence starters are provided to help students start their writing and to focus their argument, we have a success criteria checklist for students to tick off skills as they go and there is additional space is offered if students want to write in more detail. Students will hopefully develop their ability to think deeply and critically about historical topics through analytical writing.
Reporting
In year 8 you will receive a subject report in November and July after the in-class assessments have been completed.
In our History subject report you will find:
• Useful information about the in-class assessment the students have completed
A level descriptor – we report attainment by awarding our students a level of bronze, silver, gold or platinum
Information on how and why the score was awarded and an indication of how this can be improved
Next steps and suggestions for how to support students
Useful information
Each History report will contain more specific sources of support relevant to each in-class assessment and History topic. For each topic of study students will be given a knowledge organiser. This is a useful resource which contains the core information students will need for their understanding of the topic. Further to this, to broaden understanding and enthuse student interest in History, BBC Bitesize is a great website to consult. The section on ‘Britain 1509-1745’, ‘Britain and the wider world 1745-1901’, ‘the fight for female suffrage’ and ‘WW1’ would be especially useful for our studies in year 8 as we begin with the Tudors and end with WW1. www.bbc.co.uk/bitesize/subjects/zk26n39
Homework expectations
In a typical half term of six weeks, students would expect to complete three homework activities. These could include online knowledge quizzes, revision and enquiry-based learning. Homework will be set online via Satchel One.
How do I stay safe in the community?
How do I stay safe
plant and animal cells?
How are specialised cells adapted for their function?
What happens during adolescence?
What is meant by fertilisation?
How do I gain, earn, and show respect?
How are multicellular organisms organised?
Life Science | Year
Overview
Eco-Futures – The environment
How do organisms interact in an ecosystem?
How do humans affect ecosystems?
What is photosynthesis?
How are leaves adapted for photosynthesis?
What are the stages of the menstrual cycle?
8 KS3
What is the structure and function of the skeleton?
How do muscles allow organisms to move?
The nervous system
What is the structure and function of the nervous system?
What factors affect the nervous system?
What is neurodiversity?
What is mental health?
Our curriculum in Year 8 aims to further develop the concepts first encountered in year 7 and demonstrate to the students that with more depth of understanding comes more interest in the subject. Students will explore further concepts relating to health and wellbeing, and will have ample opportunity to apply their learning to a real-life context. This is still achieved through our organisation of the curriculum into the overarching topics of organisms, ecosystems, genes, relationships, health, and citizenship. These topics are revisited regularly throughout KS3, and they progress into KS4 science and Everyone Matters with key content from year 7 regularly recapped.
Politics
What is Parliament?
Life Science
What happens during a general election?
What is the role of the Cabinet?
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts which make up Science as a subject. Across year 8, students will develop their understanding of:
Personal safety
Healthy Living
How do I stay safe in science?
How do I stay safe in the community?
Levels of organisation
How are diseases transmitted between people and how can we prevent the spread of disease?
What are the components of plant and animal cells?
What are vaccines and antibiotics?
How do I stay safe
How are specialised cells adapted for their function?
How do lifestyle choices affect your health?
How do I gain, earn, and show respect?
What is first aid and how can it be used to save a life?
How are multicellular organisms organised?
Digestion
– The environment
What is a balanced diet?
How do organisms interact in an ecosystem?
Why are nutrients important?
How do humans affect ecosystems?
How is food digested?
What is photosynthesis?
What is aerobic and anaerobic respiration?
How are leaves adapted for photosynthesis?
Politics
What is Parliament?
Eco-Futures
What happens during a general election?
How is the use of science developing a sustainable and ecological friendly future?
What is the role of the Cabinet?
Healthy Living
Biology
Relationships,
Health and
Sex Education
Citizenship
Relationships and reproduction
Gas Exchange
What is the structure and function of the respiratory system?
What are healthy and unhealthy relationships?
What happens during adolescence?
What is meant by fertilisation?
What is diffusion and what factors affect the rate of diffusion?
How does gas exchange occur in humans?
What are the stages of the menstrual cycle?
How does smoking, vaping, and air pollution affect your respiratory system?
Money
The nervous system
Variation
RE
What is the structure and function of the nervous system?
What is variation and how does variation occur?
What factors affect the nervous system?
How do organisms inherit traits?
What is neurodiversity?
What is mental health?
How do organisms evolve?
Why do organisms become extinct?
How do I manage money?
What is gambling and fraud?
How do I gain employment?
Gas Exchange
How are diseases transmitted between people and how can we prevent the spread of disease?
Physical Science, RE
What are vaccines and antibiotics?
What is diffusion? How do humans breathe? What is variation in a species? How do organisms adapt to change? What are the nutrients we need from food? How is food digested? What is aerobic respiration? How is anaerobic respiration used in food production? What are pathogens? How are diseases transmitted? What is the role of the immune system?
What is the structure and function of the respiratory system?
What is diffusion and what factors affect the rate of diffusion?
English
How do lifestyle choices affect your health?
Forensic Science
How are laws made?
What is first aid and how can it be used to save a life?
What are the signs of exploitation by gangs and county lines?
How does gas exchange occur in humans?
Inheritance
What is first aid? What do I do in a life-threatening situation? What are respectful relationships? What are human infections and STIs? How can we prevent the transmission of STIs? What are the effects of drugs, alcohol and smoking? What are the effects of vaping? How do I maintain positive mental health?
What are the laws on driving under the influence of drugs and alcohol?
What is the role of a forensic scientist?
How does smoking, vaping, and air pollution affect your respiratory system?
What is the structure and function of DNA?
What are genetic crosses and how do we predict the likelihood of inheriting specific traits?
What is the process of genetic engineering and how can genetic engineering be used?
What is variation and how does variation occur?
What are British values? How can I manage my money? What is gambling and fraud? What is my personal brand? How can I spot false information online? Why is digital literacy important?
PE, Art Drama, RE
Life Science | Year 8 KS3
Throughout the Key Stage, students will have the opportunity to develop these disciplinary concepts to make connections, analyse different examples of the material taught, carry out practical work having determined the variables, as well as carrying out mathematical processes such as graphing and calculation of values. Students will also be able to explore how scientific evidence is used and generate their own conclusions from experimental data. Students will become confident when using key scientific terminology in their writing.
When and how assessment of learning will happen
To assess student progress in Life Science, our year 8 students will complete:
• an in-class, self-assessed learning quiz at the end of each topic followed up with improvement tasks completed in class to ensure students are developing their understanding an extended writing task based on the mini-topic being delivered which will be marked in the student’s books, and will generate an improvement target for the students to be completed in their books.
• formal assessments in January and June. The January mid-year assessment covers the topics delivered in the first half of the academic year. The terminal year 8 assessment in June covers the second half of the year in addition to recall of the key content from the first half. These assessments will be marked by teachers and will lead to science reports being sent home.
In our Science subject report you will find:
• Information about the in-class assessment the students have completed
• A numerical and percentage score from their in-class assessment.
• A progress comment for each of the topics included in the assessment. ‘Next steps’ and sources of support to help students improve their performance in the future based on the assessment.
• Links to knowledge organisers to help develop the areas most in need.
Useful information
Students will have access to a wide range of information and support to help them develop their science skills.
Each Science report will contain more specific sources of support relevant to each in-class assessment, such as links to relevant online revision tools and access to the knowledge organisers.
In addition to a paper copy in their exercise books, students will always be able to access the relevant Knowledge Organisers for each Science topic online through the school website. All students will also be given a copy of the relevant topic knowledge organiser on Show My Homework to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
Knowledge Organisers are concise and precise overviews of the must know knowledge needed for each topic. They also contain the key subject specific vocabulary relevant for each topic.
A really useful general website providing good overviews of most of the topics we study in Year 8 can be found at BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/zng4d2p
Homework expectations
Each topic will have the knowledge organiser set for home learning of the key content and the key terms, this will be accompanied by a spelling activity of key terms. Afterwards, the students will then have an online Show My Homework (SMHW) quiz for the topic. This will be repeated in each topic (approximately 2-3 weeks).
How do I substitute
What is a variable?
What is an expression?
Maths | Year 8 KS3
Overview
NP7- Fractions
How do I find fraction of amounts?
What is a sneaky one?
How do I add and subtract fractions?
How do I multiply fractions?
What is the reciprocal and how does it relate to dividing by a fraction?
Eco Futures: What proportion of land is used for farming?
What proportion of food becomes waste in supermarkets and restaurants?
NP8 – FDP equivalence
Can I find a percentage using a decimal multiplier?
How can I convert a fraction to a decimal?
What does the word percentage mean?
What is a terminating decimal?
The mathematics curriculum at Cowes is well sequenced which enables all students at all levels of attainment to practise fluency, to reason, and to think mathematically at every possible opportunity.
A2 - Manipulating and simplifying expressions
Can I set up an algebraic expression?
Can I simplify indices and coefficients when multiplying and dividing terms?
Can I tell the difference between an expression and an equation?
Yr 8 learning journey
NP9 – Estimation and use of a scientific calculator
The curriculum prioritises critical knowledge and gradually builds understanding over time across the three years. It is underpinned by the principles of cognitive science.
Can I convert between units of time using a calculator?
Can I calculate an upper or lower bound given a degree of accuracy?
Eco Futures: Can I round to significant figures?
YR8
NP7 - Fractions
How do I find fraction of amounts?
What is a sneaky one?
How do I add and subtract fractions?
How do I multiply fractions?
What is the reciprocal and how does it relate to dividing by a fraction?
GM1 - Drawing and measuring angles; construction
How can I label lines and angles?
Which scale do I use on a protractor?
Can I construct a perpendicular bisector?
Can I construct simple ‘Loci’ based on specific rules?
Eco Futures: Can I apply loci to identify regions of the world that are threatened by multiple environmental factors?
NP8 - FDP equivalence
Can I find a percentage using a decimal multiplier?
How can I convert a fraction to a decimal?
What does the word percentage mean?
What is a terminating decimal?
Eco Futures: Can I use percentages to find the percentage of new cars that are, petrol, diesel, hybrid or electric?
A2 - Manipulating and simplifying expressions
Can I set up an algebraic expression?
Can I simplify indices and coefficients when multiplying and dividing terms?
Can I tell the difference between an expression and an equation?
A3 - Expanding and Factorising
Can I expand single and double brackets?
Describe why factorise is the opposite of expand?
SP1 - Discrete Data and Continuous Data
Can I describe the difference between discrete and continuous?
How can I distinguish between mean, median, mode and range?
Eco Futures: Which foods have the highest carbon and lowest footprint?
GM2 - Polygons and Angles
How many line angle facts are there?
How can I find the exterior and interior angles of polygons?
Can I find a bearing using angle rules?
NP9 - Estimation and use of a scientific calculator
Can I convert between units of time using a calculator?
Can I calculate an upper or lower bound given a degree of accuracy
A4 - Linear Equations
How does the ‘balancing method’ solve equations?
How do I solve one and two-step equations?
NP10 - Proportional reasoning
What is the difference between direct and inverse proportion?
How can I use a decimal multiplier to calculate a percentage change?
GM3 - Area
Can I define area?
Can I find the area of triangles?
Can I find the area of quadrilaterals including kite, parallelogram and trapezium?
Can I find the area of a circle?
NP11 - Ratio
Can I express relationships as ratios?
Can I simplify ratios including those that include fractions and scaling upto fractions?
Can I use unit ratio in context such as maps and scale drawing?
Can I convert between fractions and ratios and between ratios and fractions?
Can I find the value of parts of a ratio given other parts or the whole?
SP1 - Discrete Data and Continuous Data
Can I describe
Y8
Maths | Year 8 KS3
When and how assessment of learning will happen
There are two formal assessments in year 8, one at the beginning of November and the second towards the middle of June. Reports based on these assessments will be sent home in December and March. A topic list for each assessment with associated Mathswatch clips to support with revision will be sent out in advance of each assessment through show my homework.
Videos can be found on the video tab and clip numbers typed in the search box. If the clip number is preceded by a letter, it is in the KS3 Qualification dropdown. If the clip number is not preceded by a letter, it will be in the GCSE option.
Above the video, there are options such as interactive questions and a downloadable worksheet. The interactive question option is perfect for students’ independent work. The video will talk about various methods to solve mathematical calculations with opportunities to pause the video so students can answer questions on paper. The videos are helpful to students and parents alike on how to solve mathematical problems.
Useful information
There are plenty helpful and interesting mathematics websites. If you want help on improving your mathematics or just interested in mathematics for mathematics sake the following websites could be of interest.
BBC Bitesize Gives explanations and opportunities for revision on all topics in the maths curriculum
Mr Bartons Revision; Podcast; Maths and Logic Puzzles
Numberphile Video posts about mathematics that explore various topics
Nrich A website with a variety of mathematics problems suitable for all abilities
Homework expectations
A main homework will be set weekly by teachers either given in an electronic or paper based format. Homework will typically take 30 to 60 minutes to complete. It is an expectation that all homework is written in the back of exercise books.
As a daily homework students should be encouraged to read or correct their notes on the days immediately following their Maths lessons; they are more likely to remember what they have been taught using a “little and often” approach. The only way to remember what you learnt yesterday/last week/last month/last year is to try questions on those topics regularly. Daily homework should be typically 10 to 15 minutes on the day of a maths lesson or the day after.
Calculator expectations and benefits
Students ideally should own a scientific calculator to bring to their maths lessons. Calculators are now an integral part of maths examinations with two out three papers at GCSE being calculator papers.
Using calculators can be incredibly beneficial for students in many ways. Here are some of the key reasons why the use of calculators is important:
Error Reduction: Calculators reduce the likelihood of simple arithmetic errors, allowing students to concentrate on solving the problem correctly.
Time Management: They save time on lengthy calculations, enabling students to work through more problems and practics several types of questions.
Calculators can be particularly helpful for students who struggle with manual calculations, ensuring they can participate fully in mathematical learning.
Incorporating calculators into the learning process provides numerous educational benefits. They not only enhance the understanding of mathematical concepts but also improve accuracy, efficiency, and technological proficiency. The maths curriculum at Cowes integrates the use of calculators throughout the curriculum in addition to securing fluency with non-calculator methods.
Calculator recommendations - Casio FX- 83GTCW
YR7
music through the musical elements?
How do I describe what I’m hearing using the musical elements?
keyboard skills?
How do I correctly play a triad on the keyboard?
What does the bass clef and treble clef tell me?
How is music notated and what is it telling me?
Music | Year 8 KS3
Y7 UNIT 5
Overview
Why is form and structure important in music?
What are the different sections of a typical pop song?
What is call and response in music?
How are hooks and riffs used in popular music?
What is a hook and why are they important in popular music?
What is meant by the ‘4 chords’ in popular music?
What gives folk music its distinctive style?
What is the instrumentation of Folk Music?
What is an Ostinato?
We have developed a broad, captivating and fun curriculum journey, encompassing the transition into year 7 through to the end of year 9. It is structured in a manner that allows our students to gain a passion and curiosity for music, based on the constant re-visiting of the musical elements, opportunity for creativity (composition), understanding, application of skills (performance) and expression (singing).
Yr 8 learning journey
MUSIC KS3 Music KS3
How has the classical orchestra influenced musical development?
How can music create a mood?
How many families are in the orchestra and what are they?
KEY Listening Composing Performing Charter opportunities
YR8
YR7
Y7 UNIT 1
How can I explore music through the musical elements?
Journey
Y8 UNIT 5
Jazz and Blues
How has Jazz and Blues influenced musical development?
How is the walking bass used in Jazz?
What instruments belong in the rhythm and horn section of a Jazz ensemble?
How do I describe what I’m hearing using the musical elements?
What is a polyrhythm?
Y8 UNIT 2
Songwriting
How do I develop my keyboard skills?
How is music different across the world?
Where did the origins of Rhythm begin?
How is music notated and what is it telling me?
Y7 UNIT 5
Why is form and structure important in music?
What are the different sections of a typical pop song?
What is call and response in music?
Social Message Composition
What is the typical structure of a pop song?
How do I correctly play a triad on the keyboard?
What does the bass clef and treble clef tell me?
What are the 4 chords and how are they used in popular music?
UNIT 4
How are hooks and riffs used in popular music?
How can you portray your thoughts and opinions through music?
What is a hook and why are they important in popular music?
What world issues are you passionate about?
What is meant by the ‘4 chords’ in popular music?
Y7 UNIT 6
All about the Bass
How does a bass line contribute to the texture of music?
How has the classical orchestra influenced musical development?
What is meant by ‘playing by ear’?
How can music create a mood?
Where does the bass line sit in terms of texture?
How many families are in the orchestra and what are they?
Y9 UNIT 1
When and how assessment of learning will happen
YR8 Journey
Musical Theatre
What are the key features of Musical Theatre?
Y8 UNIT 5
Film music
What gives folk music its distinctive style?
Caribbean
What is the instrumentation of Folk Music?
How can I create a project with the characteristics of current Rap music?
What is an Ostinato?
How can I program a beat stylistic of the Rap genre?
How can I use audio files to add texture to my project?
Y9 UNIT 2
Y8 UNIT 2
As in year 7, each unit of work will be accompanied by a Knowledge Organiser which contains all of the information we focus on during the unit and then forms part of the end of unit assessment. There will be a quiz set on Show My Homework (SMHW) which students will complete on the last lesson of each unit. As well as this, students will be assessed on their ‘application of skills’ i.e performance. This will be assessed on two strands.
How does music influence film?
Songwriting
How is music different across the world?
What career opportunities are linked to musical theatre?
1. Technical control/accuracy.
Jazz and Blues
How has Jazz and Blues influenced musical development?
How is the walking bass used in Jazz?
What is a polyrhythm?
Where did the origins of Rhythm begin? Y8 UNIT 1
2. Expression and interpretation.
Rock and Roll
What instruments belong in the rhythm and horn section of a Jazz ensemble?
How does music contribute to the film experience?
What is a leitmotif?
What is the typical structure of a pop song?
Computer
How has Minimalism influenced the development of music?
What are the 4 chords and how are they used in popular music?
How can you describe the structure of a musical?
How has Rock n Roll influenced the development of popular music?
What affect did Rock n Roll have on teenagers of this era?
What other styles of music
Social Message Composition
Music Industry
Y8 UNIT 4
How can you portray your thoughts and opinions through music?
How does the music industry generate income?
How is music marketed?
What world issues are you passionate about?
Y8 UNIT 6
How can I develop a melody?
How was music technology developed during this genre of music?
Y8 UNIT 3
Caribbean
How can I create a project with the characteristics of current Rap music?
How can I program a beat stylistic of the Rap genre?
Y9 UNIT 6
Y7 UNIT 4
Y8 UNIT 4
Y7 UNIT 6
Y8 UNIT 3
Y8 UNIT 6
Y9 UNIT 4
Students complete a self-assessment radar (example below) which enables them to evaluate their own progress/ understanding and see where and how they can progress further. An example as follows.
Students will receive a music report twice a year, in February and July, which will again refer to the assessment criteria and offer an overview of their current level of progress and areas for development. Our year 8 curriculum offers our student’s the opportunity to deepen their understanding of the musical elements and develop their performing and composition skills.
Useful information
To allow our students to appreciate their musical journey with us to the fullest, we encourage them to broaden their musical listening tastes and explore the vast array of music out there. By doing this, students will develop their own taste in music, thus deepening their understanding of genres/styles. Each unit will have suggested listening, however, we do encourage our students to explore independently.
To further support our student’s musical learning, this link will help to develop the aural/theory training. https://www.musicca.com/
We also recommend this free online Digital Audio Workstation (DAW) where students can explore music production, composition, mixing and editing www.edu.bandlab.com
We actively encourage and advise our students to engage in extra curriculum music. As well as ensemble opportunity here at Cowes Enterprise College, the IOW also has a wide array of ensembles and groups the student’s can become involved in. Peripatetic instrumental lessons are also offered. https://iwmt.org.uk/
Finally, nothing encapsulates music better than live performance. Live, online music events can be accessed for free on many occasions. We also like to visit the Portsmouth Guildhall which offers a £1 ticket price for children under 18 for world class orchestral performances. https://portsmouthguildhall.org.uk/whats-on/
Our year 8 curriculum explores music from around the world. This is a useful link to research, listen and appreciate music from other cultures and traditions. https://www.allaroundthisworld.com/
Homework expectations
Music homework will be set once every fortnight (3 per unit of work). Homework will be based on revision of the unit’s knowledge organiser and development of practical skills. Homework will not exceed an hour, however, we would like to encourage our student’s to broaden their listening and enjoy keeping a log of listening and practice. Our music staff will be sharing their current listening and we warmly encourage students (and staff) to do the same.
Athletics:
Overview
The aim of this programme is to provide students with the opportunity to continue to build upon and develop the skills introduced in year 7, alongside knowledge and understanding required to take part in sport/ physical activity as part of a healthy active lifestyle.
The curriculum allows students to take part in a variety of different activities, these are divided into the following areas:
• Invasion games,
• Creative activities,
• Performance at maximal levels,
• Net/Wall,
• Healthy Participation (personal health and fitness). Within each area we aim to develop a confidence in the application of the correct technique used to perform core skills, alongside a deeper knowledge and understanding of key language and appreciation of how to outwit opponents.
Throughout the year students also begin to develop their understanding of healthrelated components of fitness. This will be developed into an understanding of how their own fitness levels can be improved in order to have a positive effect on their performance in different activities.
backwards roll and cartwheel with accuracy?
How do I choose the right types of travel to make a sequence?
How can I use flight, travel and balance to form aesthetically pleasing gymnastic routines?
How does flexibility help in gymnastics? How
How do I work in a team, build trust and develop skills to solve problems?
What does it mean to be fit and healthy?
How do I define and test cardiovascular fitness?
What different activities can I do to improve my fitness?
Y7 TERM 5 and 6
How do I run, throw and jump with accurate technique?
Yr 8 learning journey
PE KS3
How do I improve my skills in track events, including changing stride, for different distances?
How do I use pacing strategies in middle and long distance runs?
How do I improve my health-related fitness components?
How to I safely participate in field activities?
How do I train to be fit for Athletics events?
Y8
TERM 1 and 2
Rounders/Cricket:
How do I accurately use a short and long barrier?
How do I develop basic throwing and catching skills?
How do we manipulate the field depending on the batters’ strengths and weaknesses?
How do I retrieve the ball efficiently and why is this important?
How does strength affect my fielding skills?
Netball:
Multiskills:
What are the components of fitness?
Rugby:
How do I use and develop agility, balance and coordination in different activities?
How do we perform man marking technique?
How do I mark, dodge and shoot successfully?
Football:
How do we use movement to dodge an opponent?
How do I play a short pass, long pass, lofted pass with accuracy?
What are the skill-related components of fitness and how do they apply to netball?
How do I stop the ball and dribble effectively?
How do I choose the appropriate position to hold on the pitch?
Basketball:
How do I tackle safely with accurate technique?
How do I use running angles to outwit my opponent?
How do I advance up the pitch?
How do I perform a chest, bounce and shoulder pass with accuracy?
What are the skill-related components of fitness and how do they apply to rugby?
Football:
What are the different health-related fitness components?
How do I perform a lay-up shot under pressure?
How do I make sure I don’t break the footwork rule?
How do I play different positions in netball?
How do I use different passes to my advantage?
How do I use my body position to maintain control and possession of the ball?
How are the different health-related fitness components used?
How do we perform man and zonal marking strategies?
What are the skill-related components of fitness and how do they apply to basketball?
Rugby:
How do I play accurate rugby passes in a range of situations?
How do we use passing to beat the opposition?
Y8 TERM 3 and 4
Trampolining:
What are the names of the muscles?
How do I perform basic skills such as a straight jump, seat drop and swivel hips with control?
Gymnastics:
How do I perform a fluent routine?
How do I use the width effectively when attacking?
What skills do I need in different positions?
Basketball:
What are the skill-related components of fitness and how to they apply to football?
How do I dribble under control?
How do I choose the right type of shot?
How do I use different passes and types of dribbling to my advantage in basketball?
How does aerobic endurance help in basketball?
Athletics & Fitness:
How do I drive my knees, hips and arms to achieve more powerful long and high jumps?
How do I perform a forward roll, backwards roll and cartwheel with accuracy?
How does flexibility influence my trampolining performance?
Healthy Participation/OAA:
How do I adapt my skills for longer distances/height in jumping events?
How do I plan a long-distance run to best suit me?
How do I improve my verbal communication and active listening skills?
How does co-ordination influence my athletic ability?
How do I choose the right types of travel to make a sequence?
What are health related components of fitness?
How can I use flight, travel and balance to form aesthetically pleasing gymnastic routines?
How does flexibility help in gymnastics?
Athletics:
How do I work in a team, build trust and develop skills to solve problems?
What does it mean to be fit and healthy?
How do I define and test all health-related components of fitness? Have I improved my own fitness?
How do I define and test cardiovascular fitness?
What different activities can I do to improve my fitness?
Healthy Participation/OAA:
How do I lead an appropriate warm-up?
How do I work efficiently in a team to build trust and develop skills to solve more complex problems?
Y7 TERM 5 and 6
Rounders/Cricket:
How do I adapt my skills when working as a team or an individual? What effect does exercise have on my heart and lungs?
How do I run, throw and jump with accurate technique?
How do I improve my skills in track events, including changing stride, for different distances?
How do I use pacing strategies in middle and long distance runs?
Y8 TERM 5 and 6
How do I improve my health-related fitness components?
Athletics:
How to I safely participate in field activities?
forehand shots?
How do I train to be fit for Athletics events?
How do I control the direction of the ball?
How do I return the ball from both my left and right hand side?
Netball:
How do I select whether to play a defensive or attacking shot?
How do we perform man marking technique?
How does my agility support my tactical play?
How do I accurately use a short and long barrier?
How do I develop basic throwing and catching skills?
How do we manipulate the field depending on the batters’ strengths and weaknesses?
How do I retrieve the ball efficiently and why is this important?
Rounders/Cricket:
How does strength affect my fielding skills?
How do I throw and jump using my centre of mass to support my technique?
Y8 TERM 1 and 2
How do I develop more complex throws in javelin, shot and discus for distance (preparation focus)?
How do we structure our relay team based on our strengths and weaknesses?
How do I mark, dodge and shoot successfully?
How do we use movement to dodge an opponent?
Rugby:
How do I field the ball in hard and fast to the basemen?
How do I bowl effectively?
How do I back up my team-mates to ensure we field effectively?
What are the rules I need to play by?
How do I tackle safely with accurate technique?
How do I adapt my skills for longer distances in track events?
How do I use my balance to improve my performance in athletics?
What are the skill-related components of fitness and how do they apply to netball?
Badminton:
Basketball:
How do I perform a lay-up shot under pressure?
How does speed influence my gameplay?
How do I use running angles to outwit my opponent?
How do I advance up the pitch?
What are the skill-related components of fitness and how do they apply to rugby?
Y9 TERM 1 and 2
Football:
How do I play defensive and attacking shots with consistency?
How do we perform man and zonal marking strategies?
Netball/Handball:
How do I use my body position to maintain control and possession of the ball?
How do I choose the type of shot to play?
What is the best position to hold on court?
What are the skill-related components of fitness and how do they apply to basketball?
How does my opponent’s agility impact on my performance?
Dance:
Y8 TERM 3 and 4
How do I play powerful and accurate passes into attacking positions?
How do I use the width effectively when attacking?
How do I organise a defensive tactic?
What skills do I need in different positions?
How do I read the game to make tactical decisions in order to outwit opponents?
What are the skill-related components of fitness and how to they apply to football?
How does my cardiovascular endurance influence my tactical decisions?
How do I perform a dance phrase accurately and with expression throughout a performance?
Trampolining: How do I perform basic skills such as a straight Athletics & Fitness:
How do I apply canon and unison in an interesting way to my performance?
How do different techniques change the mood of a dance?
YR8
When and how assessment of learning will happen
Each year in PE students work towards Bronze, Silver and Gold levels in three main assessment areas These levels are specific to their year group and the type of activity being undertaken, taking into consideration achievements from year 7.
If students are able to perform beyond these level’s they are awarded the CEC star grade.
The three main areas are in line with the aims and objectives of the curriculum and include:
1. Skills and Techniques
2. Tactics and Strategies
3. Healthy Participation
At the end of each activity module students are provided an overall Bronze, Silver, Gold or CEC Star level for each of the three assessment strands, based on their teachers assessment of the three different assessment areas across all activities. Whilst most modules will be completed with a lesson based on a ‘competitive’ situation, no levels are provided solely upon this.
The healthy participation assessment will also be based upon the termly homework which will be set in relation to the activities being covered.
You will receive reports in December, March and July.
Useful information
School clubs can be found here - Cowes Enterprise College, An Ormiston Academy - School Clubs (cowesec.org)
Visit the #ThisisPe page on the AfPE website for ideas on how to get involved with simple excercises at home which can develop your child’s skills/fitness.
Learn about why PE in school is important on the following websites: How exercise affects the brain: https://www.youtube.com/watch?v=E0ARTVoI18U
How playing sports benefits your body and your brain: https://www.youtube.com/watch?v=hmFQqjMF_f0 Visit websites such as BBC Sport to read about different sports/fixtures/events.
Homework expectations
For Core PE, homework expectations will be for students to take part in an extracurricular club, event or inter-house event each term and to complete a multiple-choice assessment in relation to a relevant activity being studied each term. These will be based on healthy participation and/or rules, regulations and tactical strategies and completed through Show My Homework (SMHW).
Physical Science | Year 8
UNIT 7
Overview
Light
What is reflection?
How does the human eye work?
Elements and compounds
What is the difference between an element and a compound?
Space
How are all known elements displayed?
What objects are in our Solar System?
How does a Solar eclipse happen?
Our curriculum in Year 8 aims to further develop the concepts first encountered in year 7 and demonstrate to the students that with more depth of understanding comes more interest in the subject. This is still achieved through our organisation of the curriculum into the overarching topics of matter, earth and beyond, reactions, energy, waves and forces. These topics are revisited regularly throughout KS3, and they progress into KS4 as well, and regularly recap the key pieces of content delivered in year 7.
Circuits
During our Year 8 Physical Science lessons, students will have the opportunity to develop their knowledge in the 6 overarching topics through a variety of different activities. As in year 7, they will be taught key ‘must know’ knowledge essential to their deep understanding of the issues we explore, and have regular opportunities to enhance their knowledge through practicals and literacy tasks. There will also be starter activities that cement the required ‘must know’ knowledge from the relevant strand in year 7.
Acids and alkalis
What is a difference between acids and alkalis?
Physical Science
How can you measure whether a substance is acidic or alkaline?
Contact forces
Particles
What is friction?
What is an atom?
How can the particle model show substances in difference
How can you measure the stretching of a spring?
What is the main difference between series and parallel circuits?
How does static electricity build up?
Separating mixtures
Energy resources
What is a mixture?
Earth structure
What is the structure of the Earth?
How do sedimentary rocks form?
Chemical reactions
What are chemical reactions?
Metals and non-metals
What are properties of metals?
How can you create a reactivity series?
What
Sound
What are the differences between transverse and longitudinal waves?
How does the human body detect sound?
What are some examples of renewable and non-renewable energy sources?
How does filtering separate solids from liquids?
What is combustion and why is it useful?
Climate
How does energy transfer?
Transferring energy
What is meant by conduction?
How can a house be insulated to prevent energy loss?
Elements and compounds
What is the difference between an element and a compound?
How are all known elements displayed?
Space
What objects are in our Solar System?
The Periodic table
What is the periodic table?
How does a Solar eclipse happen?
How does the pattern of reactivity change in group 1?
What gases are in the atmosphere?
How are humans contributing to global warming?
What happens when forces are unbalanced?
How is speed calculated?
Circuits
Magnetism
What are electromagnets?
How can electromagnets be used?
What is the main difference between series and parallel circuits? How does static electricity build
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts which make up Science as a subject. Across year 8, students will develop their understanding of:
Working scientifically
Contact forces What is friction?
What are variables?
How do I plan an investigation?
Using the atom
Separating mixtures What is a mixture?
Chemistry
Physics
What is the structure of the Earth? How do sedimentary rocks form? What is a mixture? How does filtering separate solids from liquids? What are exothermic and endothermic reactions? How do reaction profiles show energy change in a reaction? What gases are in the atmosphere? How are humans contributing to global warming? Where do we get metal from? What can be recycled and why is it important? What is the periodic table? How does the pattern of reactivity change in group 1?
How can you measure the stretching of a spring?
How do I present data?
How do I analyse data?
How are particles arranged in an atom?
How are Rf values calculated in chromatography?
What happens when forces are unbalanced? How is speed calculated? What is the main difference between series and parallel circuits? How does static electricity build up? What is meant by conduction? How can a house be insulated to prevent energy loss? What is friction? How can you measure the stretching of a spring?
Physical Science | Year 8 KS3
Throughout the Key Stage, students will have the opportunity to develop these disciplinary concepts to make connections, analyse different examples of the material taught, carry out practical work having determined the variables, as well as carrying out mathematical processes such as graphing and calculation of values. Students will also be able to explore how scientific evidence is used and generate their own conclusions from experimental data. Students will become confident when using key scientific terminology in their writing.
When and how assessment of learning will happen
To assess student progress in Physical Science, our year 8 students will complete:
• an in-class, self-assessed learning quiz at the end of each topic followed up with improvement tasks completed in class to ensure students are developing their understanding.
• an extended writing task based on the mini-topic being delivered which will be marked in the student’s books, and will generate an improvement target for the students to be completed in their books.
formal assessments in January and June. The January mid-year assessment covers the topics delivered in the first half of the academic year. The terminal year 8 assessment in June covers the second half of the year in addition to recall of the key content from the first half. These assessments will be marked by teachers and will lead to Physical Science reports being sent home
In our Physical Science subject report you will find:
• Information about the in-class assessment the students have completed
A numerical and percentage score from their in-class assessment. A progress comment for each of the topics included in the assessment.
• ‘Next steps’ and sources of support to help students improve their performance in the future based on the assessment.
Links to knowledge organisers to help develop the areas most in need.
Useful information
Students will have access to a wide range of information and support to help them develop their science skills.
Each Physical Science report will contain more specific sources of support relevant to each in-class assessment, such as links to relevant online revision tools and access to the knowledge organisers.
In addition to a paper copy in their exercise books, students will always be able to access the relevant Knowledge Organisers for each Science topic online through the school website. All students will also be given a copy of the relevant topic knowledge organiser on Show My Homework to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
Knowledge Organisers are concise and precise overviews of the must know knowledge needed for each topic. They also contain the key subject specific vocabulary relevant for each topic.
A really useful general website providing good overviews of most of the topics we study in Year 8 can be found at BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/zng4d2p
Homework expectations
Each topic will have the knowledge organiser set for home learning of the key content and the key terms, this will be accompanied by a spelling activity of key terms. Afterwards, the students will then have an online Show My Homework (SMHW) quiz for the topic. This will be repeated in each topic (approximately 2-3 weeks).
Religious Studies | Year 8 KS3
Why do we see things differently?
What is my worldview?
How did creation happen?
How did we come to exist?
Why are the patriarchs important in Judaism?
Who are the founders of Judaism?
Why is questioning important in religion?
What can we learn, if anything, from myths?
Was Laban wrong to trick Jacob?
Our curriculum in Year 8 builds upon our curriculum in Year 7, enabling us to build upon the prior knowledge from the previous academic year and which aims to inspire our students, equipping them with the knowledge and skills to answer challenging questions. Our curriculum builds through overview and depth studies and covers, across the Key Stage, a broad range of different theological, philosophical and social science approaches, enabling pupils to ask deep and often searching questions about their own faiths and beliefs, and the faiths and beliefs of others regarding pertinent contemporary moral issues.
What are the origins, role and importance of the Church?
Yr 8 learning journey
What is the role of the Church in the community?
Why is the church building important to Christians?
Jesus: Who was he and
Religious Studies
YR7
How can we compare core concepts in religious faith?
Why do we see things differently?
What are the six major world religions?
What is my worldview?
What relevance does religion have in the modern world?
Why is questioning important in religion?
What links God to the sea?
What are the origins, role and importance of the Church?
What is the role of the Church in the community?
How is the sea used as a tool by God?
Why is the church building important to Christians?
What does the sea symbolize?
Was Jesus only a miracle
Why do some people see Jesus as the Son of God?
What are the key beliefs, teachings and practices of Islam?
What are the five pillars of Islam?
Why is the Qur’an important to Muslims?
How did creation happen?
What are the key beliefs, teachings and practices of Hindu Dharma?
How did we come to exist?
What can we learn, if anything, from myths?
What are the key beliefs about life after death?
Why are the patriarchs important in Judaism?
What are the key beliefs, teachings and practices in Sikhi?
Who are the founders of Judaism?
What are the 5Ks?
Was Laban wrong to trick Jacob?
What do Hindus believe about Brahman?
Why is social justice important in religion?
Jesus: Who was he and
What is the difference between prejudice and discrimination?
Was Jesus only a miracle
Why should religions care for each other?
Why do some people see Jesus as the Son of God?
What do Sikhs believe about God?
What are the key beliefs, teachings and practices of Islam?
Why are spiritual journeys important?
What are the five pillars of Islam?
How does pilgrimage bring people closer to God?
Where do religious people go on pilgrimage?
Why is the Qur’an important to Muslims?
During our year 8 Religious Studies lessons, students will have a big question that leads them into the topic of the lesson, seeking to encourage discussion and debate from the students. They will be taught key ‘must know’ knowledge essential to their deep understanding of the issues we explore. In Religious Studies, we will cover three different types of knowledge:
What are the key beliefs, practices, and teachings of Judaism?
How can we compare core concepts in religious faith?
What are the six major world religions?
What is a covenant?
What relevance does religion have in the modern world?
How can religion be used to oppress and/or empower women?
What are the key beliefs, teachings and practices of Hindu Dharma?
What are the key beliefs, teachings and practices in Sikhi?
How do Jews practice their faith?
What are the key beliefs about life after death?
Is Mary a positive role model for women today?
Substantive knowledge – knowledge about various religious and non-religious traditions. where students will learn ‘how to know’ about religion and non-religion.
What are the 5Ks?
What links God to the sea?
What do Hindus believe about Brahman?
How are women portrayed within religion?
What do Sikhs believe about God?
What are the key beliefs, teachings and practices of Buddhism?
Personal knowledge – allowing students to build an awareness of their own presuppositions and values about the religious and non-religious traditions they study.
What are the four noble truths?
What does enlightenment mean?
Through the Key Stage, students will have the opportunity to develop these types of knowledge to make useful connections. The enquiry focus for each topic within our Year 8 curriculum is indicated on our curriculum journey
Why is there evil and suffering?
Why is social justice important in religion?
What is the problem of evil?
What is the difference between prejudice and discrimination?
What is ethics?
How is the sea used as a tool by God?
How do we know what is right and wrong?
What does the sea symbolize?
Is utilitarianism helpful in making moral decisions?
Why is there suffering in the world today?
Why should religions care for each other?
Why are spiritual journeys important?
How does pilgrimage bring people closer to God?
Where do religious people go on pilgrimage?
Religious Studies | Year 8 KS3
When and how assessment of learning will happen
To assess learning in Religious Studies, our year 8 students will:
• Complete an in-class assessment at the end of each topic. These will take place during or at the end of each unit of work. Within each in-class assessment, students will be assessed in two strands.
1. Part A: Requires the students to recall taught knowledge through multiple choice questions.
2. Part B: Requires the students to implement their taught knowledge through a range of different question types including some extended pieces of evaluative writing.
Each question in the in-class assessment will be worth a set number of marks. The marks available for each question will be based on its complexity. For example, a multiple choice or definition question would be worth one mark, whilst more extended pieces of evaluative writing will be worth 15 marks.
Complete regular knowledge quizzes to help them develop and recall the key ‘must know knowledge’. These will be set in a combination of in-class and online quizzes. In a 6 week half-term, we would expect students to complete at least 1 quiz in addition to their in-class assessment.
Reporting
You will receive a subject report at the end of each Religious Studies assessment in December and May/June.
In our Religious Studies subject report you will find:
• Useful information about the in-class assessment the students have completed
• A numerical and percentage score from their in-class assessment.
Information and feedback about why a particular score was awarded and an indication of how this could be improved.
• ‘Next steps’ and sources of support to help students improve their performance in the future
• A percentage score from the in-class or online recall quizzes, including feedback about whether they were completed or not
Useful information
Students will have access to a wide range of information and support to help them develop their skills as a theologian.
Each Religious Studies unit has a supporting booklet which the students complete during their lesson. This contains the essential information for each lesson and also tasks for the student to complete. At the start of each booklet, for each unit there is a knowledge organiser that contains key information, key vocabulary and key people for the unit. The relevant knowledge organisers will be able to be accessed through their Religious Studies Teams page. This can be accessed via this link tinyurl.com/2p83uwps or by logging into Office365 using their school login credentials, selecting Microsoft Teams and then searching for Year 8 Religious Studies in their individual Teams page.
Homework expectations
Students will be expected to regularly complete homework in Religious Studies. This will consist of knowledge recall tasks linked to their learning across the breadth of the topic or enquiry based activities and further research. Homework will be set once a fortnight via Show My Homework (SMHW).
Overview
Having learnt basic grammatical structures, including present and future tense formation in year 7, in year 8 students are challenged to apply these to new contexts. The Year 8 curriculum is also designed to introduce students to new topics (eg: holidays and food) with further vocabulary learning and to the past tense to enable them to vary their language, crucial to GCSE success. We aim to encourage students to be creative with language, to use more mature structures and vocabulary in order to understand and respond to speakers of the language and to give them the skills to cope on a global stage. The five year 8 topics are shown below.
Yr 8 learning journey
When and how assessment of learning will happen
How skills are assessed
Listening
Speaking
Students will show that they can understand the main points of short and longer spoken texts, including events in the past and future.
Students will demonstrate that they can say the majority of words from the Y8 curriculum with accurate French pronunciation. Students will also discuss free time activities, likes and dislikes regarding music and TV including reasons for these opinions as well as what they did yesterday in their free time and during holidays in the past.
Reading Students will demonstrate their understanding of main points, opinions and details in short and longer written texts about holidays, future plans and food, including past holidays.
Writing Students will aim to write texts using language from memory, giving opinions, with reasons, sequencers and reference to the past and future.
You will receive a report in January and July.
Useful information
Vocabulary learning is vital for language acquisition. Please try some of these…
• Use “Look-cover-write-check” or “Look-cover-say-check” strategy for revision for speaking and writing tests
• Play games with your child to learn the vocabulary – use the links for the online resource “blooket” given each week on SMHW
• Sticky notes: Ask your child to write new vocabulary on sticky notes and stick them where he/she will see them often. For example, he/she could stick them to the bathroom mirror to read through every time he/she washes their hands or brush his/her teeth
• Make cards: Cut up some paper or card into small rectangles. Write one target language word on each card. Write out the English words too, one word per card. Mix them up and match the cards! You can play snap with them or turn them all upside down and try to find the pairs.
Use languages online link below to help your child learn the past (preterit) tense https://www.languagesonline.org.uk/Spanish/preterite/index.htm
Homework expectations
Each Friday, a link to “quizlet” and “blooket” will be provided on Show My Homework (SMHW) for your child to start learning the key vocabulary for the unit to be taught the following week. Encourage your child to review the vocabulary on their preferred site (you will need to help them make an account using their school email). Encourage your child to spend 10 minutes per day reviewing the vocabulary and at the end of the week, they should complete the vocabulary quiz on Show My Homework (SMHW) to show their teacher they have retained the vocabulary. This is due every Friday. If you require a paper copy of the key vocabulary, please email your child’s class teacher or info@cowesec.org Students are expected also to prepare thoroughly for speaking and writing assessments.
Maritime Futures | Year 8 KS3
Geography Is coastal management in Cowes effective?
Overview
Maritime field trip: This unique visit takes all students out on a boat to see the varied coastal features on the north coast of the Isle of Wight. The students hear from local experts about how the coastal management techniques were conceived, funded and received by the local people. Students judge how effective the coastal management techniques are and their potential impact on residents. The tour is led by the Cowes Harbour Master who brings his extensive knowledge of the workings of
Every student in years 7, 8 and 9 studies and is exposed to our Maritime Futures Curriculum. The theme of maritime is not a discrete subject but is woven through traditional curriculum subjects to support students’ conceptual understanding using practical projects and experiences. This is also supported by local maritime experts who work with our students as mentors and advisors to bridge the gap between school and industry. Students have access to a careers portal that features video interviews from a range of maritime employers who discuss how different subjects studied can create pathways to a huge range of employment opportunities within the industry.
Year 8 learning journey
Science
Food, preparation and nutrition: ‘Welcome aboard!’: What skills and techniques in the kitchen can be used in a compact maritime setting? How can we prepare a balanced and nutritious diet on board a Merchant Navy vessel?
What is the process of gas exchange in fish?
How does air resistance affect sailing?
How do ships capsize?
How do ships float and sink?
How does salt affect buoyancy?
How do you separate the components of sea water?
How is marine fuel obtained from distillation?
How does depth affect light intensity and photosynthesis?
Design and Technology
How does the technique of vacuum forming produce the desired shape of a hull?
How can you plan the manufacturer of a motor boat?
How can I apply knowledge of hull design and propulsion to manufacturer a straight-line speed vessel?
How can we develop and apply our knowledge of tools and materials to improve a naval design?
Students apply knowledge gained from year 8 Science, stability and use this to build a model motor boat that offers a stable platform and travels in a straight line.
Science
How do wetsuits provide insulation?
What nutrients are in a one pot meal?
What is sonar?
What fuel is best at powering a boat?
What is the carbon ocean cycle?
in
Geography
History
Geography
Why are rivers useful? How do rivers effect local populations, transportation, energy use and
What does the Mary Rose reveal about Tudor Society? What can the artefacts found on the wreck of the Mary Rose tell us about life at sea in Tudor Britain?
Maritime Field Trip: This visit is a student led enquiry into how students can independently draw inferences from the artefacts found on the wreckage of the Mary Rose. Students will have a guided tour of the museum and each student will have their own thematic focus, for example multiculturalism or warfare technology. Each theme will be drawn back to wider inferences about life in Tudor England and address any misconceptions about the perceived mono-cultural nature of Tudor England. Students also learn how England became an important maritime nation and attracted people from around the world.
Art and Design
Mixed media and printmaking: Learning about micro-organisms and microplastics in the ocean.
How do I use a variety of media to record marine life forms?
How do artists, designers and scientists work together to support the ocean?
How have different cultures represented the ocean?
How do artists raise awareness about micro-plastic pollution?
Food, preparation and nutrition
How can I prepare and cook food using a hob and oven in a confined space to produce a well made and nutritious food product?
How does the importance of containerisation effect our economy and its role within the shipping industry?
Students learn through their county study of China and how shipping routes interconnect countries globally.
Maritime Construction: Students visit CECAMM (Centre of Excellence for Composites, Advanced Manufacturing and Marine) and engage the three tasks involving maritime engine construction, composites and casting. Students use already cured components, and create a vacuum bag to learn how these components were created. They then have the opportunity to vacuum test their layup to see how well it held the vacuum. They will also explore careers opportunities relating to composites and construction.
How can I ensure that the food a produce meets the dietary requirements of a multicultural crew?
Textiles
How can I safely operate a sewing machine to product a beach bag?
aquatic organisms?
Students learn about different careers within the maritime clothing industry
Y8
Science
What are composites and how are they used?
How are polymers used in maritime?
How is magnetism used in navigation?
Y8 MARITIME
Y8
Technology
action visit to CECAMM: Rescue at sea
A professional maritime artefact diver visits the academy to talk to students about their work and how science supports them.
Visit from the Shipwreck Museum
Maritime Futures | Year
Throughout the year, students in year 8 will have an opportunity to extend their maritime learning from year 7 and apply their knowledge to in all six different subjects. In Design and Technology, they will be building a motor boat that enables them to design ways to prevent water ingress into the hull and also study ways in which hull shapes need to change to support the weight of a motor. Through links to science, they will also use their investigative skills to design solutions to problems that affect the resistance of material in salt water.
As part of a main history topic, students will also visit the Mary Rose Museum in Portsmouth Historic Dockyard. The visit takes the form a student-led enquiry where they draw inferences from artefacts found on the wreckage and use this information to inform a topic based project focusing on how Tudor exploration as influenced our maritime industry today.
Through their Y8 Science curriculum, students will learn about marine ecosystems where they study what affect high salt content water as on species and how the availability of light, food and nutrients is changing rapidly.
Half way through Year 8, the whole year group will have the opportunity to spend a day at CECAMM in East Cowes (Centre of Excellence for Composites, Advanced Manufacturing and Marine). They engage in a carousel of practical activities where they will be understanding how a marine engine works, learning how to solder electrical components and delving into the science behind composites.
At the end the academic year, students present their maritime work in a showcase event as well as having the opportunity to test their sailboat designs on water.
When and how assessment of learning will happen
Students will be assessed on their application of skills within the maritime unit of a subject. A knowledge organiser will also be provided that provides explanations to key vocabulary as well as examples and ideas to support their projects. Assessment will also take the form of formative assessment with students being given opportunities to respond to questions to challenge their understanding.
Useful information
Discuss your child’s maritime studies with them and talk about how the maritime industry has a vast range of employment opportunities from Naval Architecture (designing boats) to robotic engineers.
Cowes Enterprise College also runs a weekly boat building club where students work alongside technicians to learn about design and restoration through practical application.
Our OAT Futures webpage gives you an opportunity to listen to employers and employees discussing their job role and how their studies took them to their position – some of whom are ex-students from CEC.
Please visit: https://oatfutures.co.uk
Earth structure
How can we manage coastal erosion and coastal flooding management sustainably?
Eco Futures | Year 8 KS3
What is the structure of the Earth?
How do sedimentary rocks form?
Overview
Maritime Heroes
Y7 ART
What is World Ocean Day and how can I contribute?
What creative and design careers are available within environmental and eco industries?
Construct a Plywood Box
What are the timbers groups and where in the world are they forested?
How are timbers transported around the world?
What are the alternatives?
Yacht Design
whether a substance is acidic or alkaline?
What is acid rain, what causes acid rain and what are the problems associated with acid rain?
Architecture
How does the place and environment affect the way a building is made? What are the key features of green and sustainable housing?
Having established our Maritime Futures Curriculum in KS3, we are now starting to develop Eco-Futures. We have made a conscious decision to include sustainability as part of Eco-Futures. We also want to keep it solution focused, so that our students feel that they can make a difference. We are very much at the beginning of this journey and the learning journey below is a snapshot of the work we are developing across the curriculum. We have consulted with local employers and universities and will continue to do so to ensure we are keeping up with latest developments.
The environment
How do organisms interact in an ecosystem?
How do humans affect ecosystems?
What is photosynthesis?
How are leaves adapted for photosynthesis?
How are leaves adapted for photosynthesis? Y8 LIFE SCIENCE
Climate
What is the carbon cycle and why is it important?
How do humans contribute to the carbon cycle?
What is pollution and why is it a problem?
What is the greenhouse effect?
What is climate change and why is it important?
What are examples of sea going vessels that have been used in environmental campaigning?
What is the Plastiki sailboat?
What is the effect of changing weather patterns on sailing? Y7 MARITIME
Manufacturing textiles
What are the environmental challenges of using dyes and colour changing techniques?
Where in the world do we manufacture fabrics?
Where does clothing and textiles waste go to?
Global Foods
What are staple foods of different countries?
Where do fruits come from?
What are locally caught, reared and grown sustainable foods? Are there alternatives to protein (bugs and high-tech alternatives)?
What are the ways we can compost food waste?
Transferring energy
How is energy transferred by conduction, convection and radiation?
How does insulation work and how can we better insulate our homes?
Think like a Geographer
Can we save the barrier reef? Can tourism be sustainable?
Can we build a waste-free world? Is environmental globalisation a force for good?
LIFE SCIENCE
Animal Farm
How do non-fiction authors present our responsibility to the environment?
Statistics
How can I use graphs and statistical measures to analyse environmental changes?
Power Boat Design
What are the possible sources of power for the maritime industry now and in the future?
What is hydrogen power?
Are there electric power boats?
Eco Futures
How is the use of science developing a sustainable and ecologically friendly future?
Micro-life Project
How do Artists, Designers and Scientists work together?
How can Art & Design influence the way we see the world or change the way we live?
What are zooplankton and Phytoplankton?
How do Artists raise pollution awareness about Ocean Micro plastic?
Where do we get metal from?
How do we make polymers, why are they useful and what are the problems with their disposal?
How and why do we recycle materials?
Y8 PHYSICAL SCIENCE
Eco Futures | Year 8 KS3
Eco ‘Eco’ comes from the Latin root ‘oeco’, meaning ‘household’. It’s often used now to mean ‘habitat’, ‘home’, or ‘Earth’. And so, ‘eco-friendly’ simply means Earth-friendly. According to the Cambridge Dictionary, being ecofriendly means being ‘designed to have little or no damaging effect on the environment’.
Sustainable ‘Sustainable’ has a slightly more complex definition. Back in 1987, the UN’s Bruntland Commission defined ‘sustainable development’ as “meeting the needs of the present without compromising the ability of future generations to meet their own needs”. According to this definition, there are 3 pillars of sustainability:
Environmental: This pillar focuses on reducing carbon emissions and waste, to minimise impact on the planet.
Economic: This is about making sure people around the world can make a secure living financially, now and in the future.
Social: Finally, this pillar is all about making sure people have their needs met and human rights respected. If you’re a sustainable business, it’s about treating your employees fairly5.
The Cambridge Dictionary defines ‘sustainable’ as ‘causing little or no damage to the environment and therefore able to continue for a long time’.
Climate change Climate change refers to long-term shifts in temperatures and weather patterns. The world is now warming faster than at any point in recorded history, which disrupts the usual balance of nature.
Global warming Global warming is the long-term warming of the planet’s overall temperature. Though this warming trend has been going on for a long time, its pace has significantly increased in the last hundred years.
Greenhouse effect The greenhouse effect is when the sun’s rays penetrate the atmosphere but when that heat is reflected back off the surface it cannot escape back into space. Greenhouse gases include carbon dioxide, chlorofluorocarbons, water vapor, methane, and nitrous oxide. The greenhouse effect is required to maintain temperature on Earth required for life. Human activity including the combustion of fossil fuels, intensive farming, and the use of CFCs contribute to greenhouse gas emissions therefore increasing the greenhouse effect, this is known as the enhanced greenhouse effect. The excess heat in the atmosphere has caused the average global temperature to rise overtime, otherwise known as global warming.
Carbon neutral
Renewable energy
Clean energy and Green energy
A person, company or country is carbon neutral if they balance the carbon dioxide they release into the atmosphere through their everyday activities with the amount they absorb or remove from the atmosphere. This is also called net zero carbon emissions or net zero carbon, because overall no carbon dioxide is added to the atmosphere.
Renewable energy is energy derived from natural sources that are replenished at a higher rate than they are consumed. Sunlight and wind, for example, are such sources that are constantly being replenished. Renewable energy sources are plentiful and all around us. Renewables are now cheaper in most countries, and generate three times more jobs than fossil fuels.
Clean energy is energy gained from sources that do not release air pollutants, while green energy is energy derived from natural sources. There is a subtle difference between these two energy types even though they are often spoken of as being the same.
While most green energy sources are renewable, not all renewable energy sources are seen as being green. For example, hydropower is a renewable resource, but some would argue that it is not green, since the deforestation and industrialisation related to the building of hydro dams can damage the environment.
The perfect clean energy mix occurs where green energy meets renewable energy, such as with solar energy and wind energy.
An easy way to remember the differences between these different energy types is:
Clean energy = clean air
Green energy = natural sources
• Renewable energy = recyclable sources
Biodiversity
Circular design
Biodiversity — short for biological diversity — is the variety of all living things and their interactions. Biodiversity changes over time as extinction occurs and new species evolve. Scientists often speak of three levels of diversity: species, genetic, and ecosystem diversity. Biodiversity is a key indicator of the health of an ecosystem.
Circular design is the practice of creating durable, reusable, repairable and recyclable products that generate zero waste to support a circular economy.
Green credits Green Credits incentivise a wide range of environment-positive activities beyond carbon emissions reduction, including tree plantation, water conservation, and sustainable agriculture.
Charter | Year 8 KS3
Overview
Every child with us at Cowes benefits from our Cowes Enterprise College charter and our informal curriculum makes a measurable contribution to all aspects of our whole student: cultural capital, knowledge, skills and life skills, social and emotional development and breadth of experience.
Our Cowes charter delivers a universal offer for all students year 7-13 which encourages exceptional personal development and which includes high quality careers and wellbeing support for every year group. Enrichment at Cowes is not a bolt-on but the informal element of our wider curriculum.
Our charter totals over a hundred mapped enrichment experiences guaranteed for every child across their time at the academy:
at Key Stage 3 these include ensuring our students present in public, take part in social action, participating in Crew activities, discussing GCSE options with a sixth former and exploring a range of career opportunities.
When and how assessment of learning will happen?
In Year 7 to 9, Key Stage 3 students complete a range of activities working towards their Charter Graduation in the Summer term of Year 9. Throughout the key stage, students develop character attributes through completion of activities. Our Charter Graduation marks the transition between Key Stage 3 and Key Stage 4, as well as celebrating character development. Students are assessed via a number of areas to identify their graduation category of Gold, Silver or Bronze. This includes assessment of enrichment participation, Charter completion and reward points.
Useful information
Students complete Charter activities during a dedicated Charter tutor time each week. However there are opportunities each half term for them to catch up on any missed content to ensure full completion at the end of each year.
Charter | Year 8 KS3
Charter KS3
How can I embrace the wider life of the school and how do I take advantage of the enrichment opportunities on offer?
What clubs are available at CEC and how do I join them?
How do I participate in a Crew activity? What maritime careers exist?
How do I make a contribution to society?
What local charities exist and how can I raise awareness of them?
What educational journey have our Sixth Formers had?
How do I show all round learning?
What am I passionate about reading?
How diverse is our CEC community?
Who was Shakespeare and what impact has he had on England?
How do I construct a model yacht that sails?
What can I learn about our local coastline on the coastal management trip?
What opportunities have I had in year 7 to present/perform in front of a variety of audiences and what have I learnt through doing this?
How can I embrace the wider life of the school and how do I take advantage of the enrichment opportunities on offer?
What skills can I gain from participating in a Crew sports activity?
What Eco careers exist?
How do I perform to a variety of audiences?
What can I learn from performing to an audience?
How do I show all round learning?
What are my goals for this year?
How will I achieve them?
How can I memorise and recite a poem?
How can I embrace the wider life of the school and how do I take advantage of the enrichment opportunities on offer?
How do I write my first CV?
What are my GCSE options?
What are the experiences of our Sixth Form students who have been through the GCSE options process?
What skills can I gain from leading a Crew activity?
How do I make a contribution to society?
What are my ambitions for the future?
How do I perform CPR?
How do I ensure that my voice is heard at CEC?
What is my viewpoint on current issues?
How do I embrace our international Cowes community?
How do I and others benefit from leading a social action project?
How do I make a contribution to society?
How do I benefit from contributing to a fundraising event?
What can I share about a social action project focused on the future of our climate?
What makes me a great CEC student?
CHARTER GRADUATION
Y7 CHARTER
Y7 CHARTER
Y8 CHARTER
Y8 CHARTER
Y9 CHARTER
Y9 CHARTER
Y9 CHARTER
Reporting Schedule | Year 8
Parents’ Evening Dates
Parent – Teacher Thursday 24th April 2025
Year 7 Reporting Schedule
The table below gives an overview of which subjects will be sending reports home during each half term of the school year. Reports will be sent home at different times during the half term, depending on when the assessment has taken place. Following a formal assessment, teachers will mark and moderate work before entering data to generate the reports. Once this has been checked, the reports will be sent home.
