Year 8 Curriculum Booklet September 2021
Contents
Deputy Head Academic
Mr Sykes
Head of Lower School
Mr Hardman
Head of Academic Support Mrs McEwan-Cox
Page
Subject
Head of Department
3
Foreword
Mr Sykes
4
Art & Design
Mrs Weber
5
Biology
Mr Glanville
7
Chemistry
Dr Hobbs
8
CICT
Mr Ovia
10
Design and Technology
Mr Vincent
13
English
Mr Wheeler
15
French
Mr Bardou
17
Geography
Mrs Edwards
20
German
Mrs Hanlon
22
History
Mr Clark
24
Latin
Dr Joyce
26
Mathematics
Mr Ward
28
Music
Mr Osmond
31
Physical Education
Mr Kerry
33
Physics
Mr Kerr
35
Spanish
Ms Adams
36
Theology & Philosophy
Mr Davis
37
Key Skills
Mr Bass
Foreword This booklet outlines the curriculum that your child will be studying this year in each subject. This will allow you to further support them in their studies at home. Of course, if you have any concerns or questions, do please contact your child’s tutor. Year 7 was an exciting year for many of the pupils as they made new friends, discovered new hobbies and developed new passions for subjects they had not studied before. Year 8 is equally as rewarding and certainly as challenging. As you are aware, on entry to the School, all pupils study a broad and varied curriculum. As they progress through the school the number of subjects the pupils study decreases in order to allow room to study subjects at a deeper level. The pupils chose to study two languages at the end of Year 7 having experienced all four languages throughout their first year. I am sure they will enjoy the increased curriculum time that they have in each chosen language. In Year 8 we stream pupils in Mathematics to allow the pace of lessons to be planned appropriately for all the pupils in the class. Pupils can, and do, move between classes throughout the year to ensure that they are gaining the most out of the class they are in. There is a suggested further reading list at the bottom of each curriculum summary; these are provided as an indication of what pupils might like to read if they wish to extend their knowledge further still. At the end of this year each pupil will be asked to select the Creative/Technical subjects that they would like to continue into Year 9. Currently the pupils study Music, Art, Computing, and Design and Technology. In Year 9 they only study two of these subjects, each of which is given increased curriculum time. Pupils will be given more information regarding this in time to make a decision in January. I wish them every success this year.
Mr Robert Sykes Deputy Head Academic
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Art & Design Aims and Objectives In Year 8 the aim of the Art & Design course scheme is to further develop pupils’ ability to demonstrate a personal, enthusiastic and creative response to an idea, theme or subject, fostering self-awareness, independence and confidence through practical involvement in the subject. New and more complex approaches to the practical and contextual elements of Art & Design will be undertaken. Term
Topic
Graphic Communication Autumn
Description Design Meeting a brief Print making Mark making Propaganda Collage Poster design Constructivism Photography/Mixed media
Develop, express and realise ideas with confidence. Exploit what you have learnt from taking creative risks and from your understanding of creative processes. Can express reasoned judgements about your own work and that of others.
Art and Issues
Explore the potential of materials and techniques analytically to make confident refinements to your ideas. Synthesise knowledge gained from artists or designers and your own experimentation to extend your work.
Informed opinions
Spring
Summer
Architecture
Craft & Culture
Pupils should be able to
Changes in culture and society Perspective Colour pencil Pen work Illusions of space Accuracy Imagination Urban sketching Architectural movements
Textiles Magnification Pattern Community Inspiration Weaving Batik
Analyse and critique aspects of your own and others’ work, identifying how meaning is expressed. Record carefully and thoroughly from observation with confident drawing skills. resent your work effectively and personally throughout your project. Complete your outcomes showing confident manipulation of the formal elements to express ideas. Make confident connections to the work of artists or designers in your outcomes. Make confident use of evaluation to fully refine and realise your outcomes.
Suggested further reading: The 20th Century Art book by Phaidon The 50 Artists You Should Know series published by Prestel
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Biology Aims and Objectives In Year 8 the Biology scheme of work builds upon the laboratory skills developed in Year 7. How science works is embedded in the lessons and they are specific focus during practical work. The Year 8 scheme of work is based on five topics. The first 4 topics will be taught sequentially with a test at the end and the British wildlife lessons are be taught seasonally in the designated half term.
1. Origins (5 lessons: 4 content + test) 2. Unseen world (5 lessons: 4 content + test) 3. Movement (5 lessons: 4 content + test) 4. Ecology (5 lessons: 4 content + test) 5. British wildlife (5 lessons) Topic
Description
Pupils should be able to
Topic 1 Origins
Understand how the organisms are adapted to their environment.
To know a range of examples of adaptions.
Understand how organisms evolve by the process of natural selection.
Explain the process of natural selection.
Understand the role of extinction in evolution.
Know a range of examples of natural selection including evolution of humans.
A thorough introduction to the types of microbes.
Understand the importance of microbes in biological process and environments.
Adaptations Evolution and Natural selection Human Evolution Extinction Topic test Topic 2 Unseen World Soil Fungi and decomposition
Laboratory practical to investigate antibiotic effectiveness.
Microrhiza
Understand the importance of antibiotics and how to reduce antibiotic resistance.
Antibiotics Topic test Topic 3 Movement
Understand how muscles function to enable movement.
Muscles and joints Dissection
Understand how the nervous system controls muscles.
Controlling muscles
Learn how to carry out a dissection.
Carry out a dissection safely. Describe the control and functioning of muscles to enable movement of bones.
Anaesthetics Topic test Topic 4 Ecology
An introduction to the study of ecology.
Understand how to measure populations of plants and animals.
What is Ecology?
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Populations
How to measure and monitor populations.
Start to develop an understanding environmental
Human influences 1 Human influences 2
Understand some of the ways humans change ecosystems.
Topic test Topic 5 British Wildlife Trees Migration
An introduction to a range of British wildlife. Taught seasonally to enable pupils to gain an appreciation of changes to natural habitats throughout the year.
Know a range of examples of British wildlife and their role in ecosystems. Understand how habitats change during the seasons.
Invertebrates Birds Mammals Weed or wildflower?
Suggested further reading Why Evolution is true Jerry Coyne.Last chance to see Douglas Adams and Mark Carwadine. British Wildlife: A photographic guide to every common species.
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Chemistry Aims and Objectives In Year 8 the aim of the Chemistry scheme of work is to reinforce and build upon the laboratory skills developed in Year 7 and to engage more rigorously with some key chemical concepts. Solubility, the Reactivity Series and Making Salts from Acids are the main subject areas covered. In addition, the application of the reactivity series to iron extraction and rusting is studied, and the dual skills of writing formulae and balancing equations are developed. Term
Topic
Description
Pupils should be able to
Solubility Investigation Determination of solubility Effect of temperature and other solvents Autumn
Spring
Reaction of Metals with Acids Preparation and properties of hydrogen Fighting for oxygen Metal displacement in solution Formulae and Equations Making Salts from Acids
Solubility and Displacement reactions
Answer questions on these topics using or applying their scientific knowledge and understanding.
Writing & balancing chemical equations
Answer questions on these topics using or applying their scientific knowledge and understanding.
Extracting metals and Metal carbonates
Answer questions on these topics using or applying their scientific knowledge and understanding.
Application of Reactivity Series Revision period Summer
Internal exams and give back Limestone and the Lime cycle Hard water, 'fruit' cells or Metal carbonate investigation
Suggested further reading: Chemistry in 100 Numbers by Joel Levy World records in Chemistry by Faust/Kraus
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CICT Aims and Objectives Computing and ICT is not just the study of computers or software, though this plays an essential part in what we do, but our emphasis is on understanding how they both can be used to solve problems for people. This understanding of how to solve problems and the ability to apply these skills informs our pupils in a way that sets them apart from those who are adrift on the sea of technology. Technology is ubiquitous, and its uses many and varied, so it is important to have end user skills. Pupils will be challenged with a wide variety of projects including how to build challenging games, develop an understanding of digital images and animations, create spreadsheet models to compare a range of possible outcomes, make useful mobile apps that make a difference for users as well as developing all the essential office skills to underpin their current and future studies in engaging and relevant activities like “Who’s the Boss”. Term
Topic
Description Micro:bit challenge
Physical Computing Project
Autumn Logo programming
Micro:bit project proposal and algorithm design Micro:bit project development Micro:bit project presentations Introduction to basic commands Procedures and variables Colours Project plan and design Implementation
Winter wonderland
Logo programming
Digital images Animated gifs Implementation Finish project Evaluation document
Spring
Update OneNote
Spreadsheets
Spreadsheets Summer Update OneNote
Introduction and importing data Formulae and functions Advanced formulae and functions Graphs What if? analysis Evaluation
Pupils should be able to Develop their understanding of computational thinking and demonstrate their ability to solve a problem using the micro:bit; documenting all stages. Learn the fundamentals for computational thinking and coding, using the language Logo, to enable them to design and code a graphical house; documenting all stages. Develop their understanding of computational thinking and understand how to create a seasonal animation. Develop their understanding of computational thinking and design and code a graphical house; documenting all stages. Ensure the documentation of all their work shows computational thinking and includes all the stages of the development of their work; clearly articulating their technical understanding. Develop the fundamentals for using Spreadsheets to create models to carry out what if analyses on the premier league; documenting all stages. Ensure the documentation of all their work shows their computational thinking and includes all the stages of the development of their work; 2021 Page | 7
Manual search Databases
Exam Revision Exam week
Databases
Tables and data entry forms Queries Reports
Update OneNote and what are you going to do for your summer project?
clearly articulating their technical understanding. Understand when to use databases and when to use a spreadsheet and what is the value of Big Data. Understand how to prepare for the examinations whilst improving the quality of their documentation Develop the fundamental understanding for using Databases to create models to test hypotheses similar to IMDB; documenting all stages. Ensure the documentation of all their work shows their computational thinking and includes all the stages of the development of their work; clearly articulating their technical understanding. Understand a summer project can be fun and make a difference for someone; being easily documented very simply but effectively.
Suggested further reading: Compute-IT: Student's Book 1,2 and 3 - Computing for KS3 – by Mark Dorling @BBCClick BBC Bitesize KS3 - Computer Science http://teach-ict.com Doddle HabsNet
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Design & Technology Aims and Objectives In Year 8 the aim is built upon the technical work that the pupils have experienced within their Year 7 programme of study. The focus of Year 8 is to introduce pupils to 3D CAD, Robotics and Computer control. Students will also look at inclusive design and examine how people with limited hand movement and precision and poor eyesight can be considered when designing. Term
Topic
Description
Pupils should be able to
Introduction to the engineering involved in designing a formula one car.
Introduction to 3D CAD: F1 in Schools
Pupils become users of 3D CAD systems (Solidworks & OnShape). They investigate, design and model their design on computer. CAD models are tested using CFD (Computational Fluid Dynamics) software to analyse flow over their design to assess aerodynamics, lift and drag, this will give the pupils valuable analytical data with which to develop their design and reassess its improvement over the original. The design is modelled in Styrofoam using CAM and the physical model wind tunnel tested to show pupils physical flow of air over their car design using smoke. The car is finally physically tested across a set distance/speed with times uploaded to One Drive where pupils can look at how their car faired over the distance in comparison with their peers in a constructors championship.
Autumn
Understand and apply 3D CAD Skills including Workplanes, Selection Tools – Edges, Faces, Components, extrusion, chamfering, radii. Apply advanced modelling techniques including Lofts and revolution. Manipulation of Components Apply Theory associated with car design Scale Aerodynamics Computer Aided Design and Manufacture Computerised simulation and testing Wind Tunnel Testing Understand brand identify and design their own team logo
Students also consider brand identity .
Introduction to basic electronics. Principles and components
Introduction to basic electronic systems: Inputs, Processes and Outputs Pupils will be learning about simple circuits and the use of active and passive components and how they can be bought together to make functional systems:
Describe simple system diagrams and describe what Inputs, process and outputs are in regard to electronic systems. Be able to design simple sensing circuits to drive useful outputs.
Components: Resistors, LED, transistors, LDRs, diodes.
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Introduction to Programmable Microcontrollers
Introduction to programmable electronics using the Arduino microcontroller as focus
Pupils become competent in using circuit design software – TinkerCAD and CircuitWizard. Robotics Context Electronics: Circuit Design Construction
They utilise their growing understanding of electronics to design the PCB for a Bluetooth controlled robot. Construction of robot PCB: • Soldering Arduino • Soldering Motors and diodes.
Spring Robotics Working prototype and testing
Inclusive Design Focus: Pupils look at and experience some of the issues concerned with an elderly population
Assembly, programming and testing of product.
Exploring and experiencing what it means to be different. Pupils discuss the problems faced by the elderly and use arthritis simulation gloves and visual acuity glasses to simulate issues
Robotics - VEX Students are introduced to the VEX robotics system and encouraged to experiment with construction of a robot in order to solve problem.
Inclusive Design Focus: Ideation and Modelling
Summe r
Pupils are given the initial design challenge of producing a salt and pepper shaker that is inclusive in its design.
Inclusive Design Focus: Free design task
Introduction to designing in teams and functional modelling.
Development of how pupils respond to a ‘broad’ brief. Pupils explore: Creative Thinking Idea generation (Ideation) Avoiding Design Fixation Modelling and Prototyping Basic Prototyping techniques Getting and Assessing feedback. Using datum products effectively. Concept Presentation The final aspect of the year invites pupils to use what they have studied to develop their own product with an inclusive design focus.
Students are able to control simple inputs and outputs and recognise where traditional electronics gives way to programmable systems and the reasons why.
Apply circuit design principles and data sheets in order to devise a design for their robot’s PCB (Printed circuit board) Are able to work with electronics to produce functional systems. Pupils understand simple testing techniques and fault finding.
Flowcharts and System Planning Objective Testing and Reporting Are able to investigate a context fully and be empathetic in their approach to some of the problems society will face. Have an understanding of how population statistics can help us predict what products and services may need to be developed in future Students are able to analyse design contexts effectively and respond to key specifications and conditions. Students increase their problems solving ability and team working skills
Continue to develop their approaches to creativity.
Understand how to prototype products and how concept development is approached.
Apply knowledge and approaches from the year’s learning.
Suggested further reading: The Decision Book by Mikael Krogerus Design Museum: Contemporary Design Exactly – Simon Winchester 2021 Page | 10
English Aims and Objectives In Year 8, our aim is that all boys develop as active and responsive readers and writers. We view reading and writing as reciprocal acts: reading supports pupils’ writing, and writing brings to light pupils’ reading. Through reading and writing, pupils have the opportunity to develop culturally, emotionally, intellectually, socially and spiritually. One of our key objectives is that each boy can write ably and knowledgeably about a range of texts. At this stage, boys should be confident in constructing an interpretation following analysis and reflection of a range of texts and their features. Every boy will study the ways language is used to construct meaning in texts. As he develops his understanding of the function and effect of textual features in different forms and genres he will consider different perspectives, his own included. Pupils are encouraged to inhabit characters, hear their voices and see the world through the eyes of others; this enhances each boy’s knowledge and understanding of the world and himself. There will be plenty of opportunity for writing imaginatively, including stories, scripts and poetry. Pupils will be encouraged to consciously craft their work, and will be taught to write accurately, fluently and effectively. Primary text types: at least one of these text types will form the backbone of your son's experience across this term. He may explore a longer text across the whole term, or a range of shorter texts. In this case not all texts need to be from the primary text type. Primary writing focus: at least three pieces of writing your son completes across the course of the term will be of this type. In addition, he will do a wide variety of speaking and listening activities, as well as other types of writing . Term
Autumn
Spring
Summe r
Primary text type Novel/short stories/other prose fiction. E.g.: • The Hound of the Baskervilles Arthur Conan Doyle • The Curious Incident of the Dog in the Nighttime Mark Haddon Shakespeare/drama, e.g.: • Frankenstein – Philip Pullman or Nick Dear • Twelfth Night Poetry/non-fiction, e.g.: • Notes from a Small Island – Bill Bryson • The Diary of Anne Frank • War poetry
Primary writing focus
Pupils should be able to
PEA+: Analysing character, language and structure.
Produce at least three clear and increasingly detailed pieces of analytical writing, using PEA+ to explore the text(s) they are studying.
PEA+: Analysing character, language and structure.
Produce at least three clear and detailed pieces of analytical writing, using PEA+ to explore the text(s) they are studying.
Creative: Writing to explore/imagine/describe and argue/persuade/review
Produce at least three high-quality pieces of creative writing to suit a range of tasks and audiences.
Suggested further reading: CORMIER Robert: After the First Death This tense story, told from different viewpoints, is set aboard a bus full of schoolchildren that has been hijacked by terrorists. 2021 Page | 11
SEDGWICK Marcus: Revolver Sig is guarding his father’s corpse in their cabin in the Arctic when a frightening stranger comes to the door. DAHL Roald: Boy and Going Solo Two volumes of Roald Dahl’s autobiography written in his inimitable style. HEMINGWAY Ernest: The Old Man and the Sea The story of an aged fisherman called Santiago and his battle to catch a large marlin. ORWELL George: Animal Farm When animals take over their farm from the tyrannical farmer they believe life will be better, but are all animals as equal as they have been led to believe? CONNOLLY John: The Book of Lost Things Twelve-year old David enters a sinister fantasy world that rivals anything created by the Brothers Grimm. NESS Patrick: Chaos Walking trilogy (The Knife of Never Letting Go, The Ask and the Answer, Monsters of Men) Todd Hewitt lives in a world inhabited only by men who can hear one another’s thoughts. One day he discovers a patch of silence and so begins a heart-stopping adventure. PULLMAN Philip: His Dark Materials trilogy (Northern Lights; The Subtle Knife; The Amber Spyglass) Exciting plots dealing with big ideas: these books are modern classics. SUTCLIFF Rosemary: Eagle of the Ninth Marcus Flavius Aquila wants to know the truth about his father’s disappearance along with the rest of the Ninth Legion in the wilds of Northern Britain. PAVER Michelle: Dark Matter Tense and atmospheric tale of strange happenings on an Arctic expedition. HADDON Mark: The Curious Incident of the Dog in the Night-Time Christopher wants to solve the mystery of the death of his neighbour’s dog by using the methods of his hero, Sherlock Holmes. The Rattle Bag and The School Bag: HUGHES Ted and HEANEY Seamus (editors) BLACKMAN Malorie: Noughts and Crosses A Romeo-and-Juliet style love story set in a racist dystopia. MORPURGO Michael: Private Peaceful The poignant story of two brothers before and during the First World War. PEET Mal: Tamar Two young Dutchmen, who have been trained in England as spies, are parachuted into the Netherlands to help with the war effort during World War II. MANKELL Henning: A Bridge to the Stars Joel lives with his father in the cold northern part of Sweden. At night he often sneaks out of his father's house to look for a lonely dog he has seen from his window. SEDGWICK Marcus: Blood Red, Snow White Set in the rich and atmospheric landscape of Russia during the revolution that sent shockwaves around the world, this is the partly true story of Arthur Ransome - a writer accused of being a spy. WILLIAMS Eric: The Wooden Horse This classic escape-and-evasion story is arguably the most ingenious POW escape of WWII. The Wooden Horse became a legend among servicemen long before its publication in 1949.
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French Aims and Objectives This year builds on the elementary work completed in Year 7, focusing mainly on the use of the present tense verbs and adjectives using the topics given in the grid. Pupils are encouraged to express opinions in short pieces of writing and orally. Term
Topic Countries/towns & Transport
Grammar Y7 revision (name, age, town, family, animals etc.) Revision of –er verbs
Countries/towns & Transport
Countries/towns & Transport
Countries / towns & prepositions/ nationalities
Countries/towns & Transport
Transport & prepositions & opinions
Chez moi Autumn
Chez moi
House descriptions & furniture Prepositions of space & irregular adjectives Regular verbs (-er, -ir and –re)
Chez moi Chez moi
Physical description (revision of ‘être’ and ‘avoir’
Pupils should be able to Introduce themselves and their families Conjugate verbs in the present tense and apply the negative form Talk about their nationalities and other people’s nationalities and what countries they are from. Talk about using different transport methods in different contexts. Describe their house and bedroom and give opinions
Conjugate verbs in the present tense and apply the negative form Describe themselves and other people
Exam based Grammar & writing skills En Ville En Ville En Ville En Ville En Ville Exam based reading & listening skills L’école L’école Spring
L’école L’école L’école
Revision of ‘aller’ & places/shops in town Use of à to say to, at, in More prepositions (+de) Beaucoup de and il n’y a pas de
Describe their home town and local area and give opinions
Directions
School subjects & opinions & intensifiers
Telling the time (revision) & comparison of adjectives Daily routine & reflexive verbs Apprendre/comprendre & possessive adjectives School uniform & demonstrative adjectives & metre
Describe their school, their timetable and co-curricular activities. Give opinions on different subjects and teachers
Describe their daily routine
Describe their school uniform and give opinions
Exam based speaking skills Le temps libre Le temps libre Summer
Le temps libre
Sport & musical instruments and jouer à/de Sport activities & faire de
Describe what they do in their spare time in present tense
Expressing the future and past tenses (avoir)
Describe free time activities in past and future. 2021 Page | 13
Food & opinions & intensifiers L’alimentation L’alimentation L’alimentation
Particle articles & negative form (ne…jamais/plus) Quantity and revision of future and past tenses Revision booklet
Exam preparation
Describing what they like/dislike eating at different mealtimes. Discussing healthy/unhealthy food
Respond to oral, reading, listening, grammar and writing tasks
Exam week Exam analysis Le shopping Le shopping Les choristes (film study) Les choristes (film study)
Revision of shops and products & acheter More quantity and revision of the negative form Revision of physical description & comparision of adj.
Shop for food and drink, ordering in a cafe/restaurant. Understand different quantities of food Be able to summarise a film in French and discuss themes and characters
Introduction to the past tense using ‘être’
Suggested further reading: Bonjour Maryglasgowplus.com
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Geography Aims and Objectives The Year 8 Geography course builds upon the skills of the Year 7 course and investigates the regional geography of Europe. Pupils investigate the climate of Europe and Europe’s varied geomorphological landscapes, such as its glaciers and coastal systems, whilst also learning about the European Union - debating whether the UK should leave the EU and whether Turkey should join. The year ends with a focus on the study of Biogeography and local fieldwork along the School’s Solai Woodland Trail. Term
Topic
Description
Rock types
The main types of rock and the rock cycle.
Fossils
Where fossils are found and how they are formed.
Britain’s rocks and landscapes
The location of different rocks in the British Isles, and how rocks affect the landscape.
Exploring landscapes
How people make use of different landscapes, e.g. outdoor activities.
Weathering
Weathering processes
Soils
How soil is formed, and how it influences land use.
Oil and gas
Formation of oil and gas and how we find oil and gas.
Fracking
How fracking works and the environmental cost of shale gas.
Tectonic hazards
Causes and impacts of tectonic hazards. The factors affecting the impact of tectonic hazards
Cold environments
Distribution and types of glacial ice
Autumn
Spring
Pupils should be able to Describe the differences between igneous, sedimentary and metamorphic rocks. Understand the processes that form rocks. Understand why fossils are found in rocks and how they were formed. Interpret a geological map and recognise the relationship between geology and physical landscape. Understand how human features are related to the geology of an area. Recognise these features on OS maps. Understand how different types of weathering can break up rock. Identify different types of weathering. Know what soil is and understand how it is formed. Explain why different soil types influence land use. Understand how oil and gas have formed. Recognise locations where oil and gas might be found from a geological map. Understand how fracking works. Assess the economic benefits of shale gas against the environmental costs. Describe how and explain why tectonic hazards occur in some parts of the world. Describe the impacts of earthquakes and volcanoes in Italy and Iceland. Explain why impacts vary between one place and another. Describe and explain the distribution, characteristics and climate in cold environments. Distinguish between different types of ice and glacier and 2021 Page | 15
explain how glacial ice is formed.
Cold environments
Glacial budgets
Glacier case study
The Mer de Glace
Glacial processes and landforms
Erosion, transport and depositional processes and their associated landforms
Antarctica
The physical and human geography of Antarctica. Threats to the continent, and sustainable management
Changing Places
The characteristics of and types of place
Changing Places
Meaning and representation
Summer
Changing Places
Regeneration
Understand that glaciers are systems and can advance or retreat. Apply their understanding to considering the possible impacts of climate change on glacial advance and retreat. Apply their understanding to a located example and deepen their understanding of place. Assess the impact of tourism on sensitive cold environments such as the French Alps. Interpret maps of the area by applying their knowledge of map skills. Describe how a variety of landforms are created, dependent upon the dominant processes at work and the location within the glacial environment. Identify different types of glacial landforms. Describe the threats to Antarctica to include fishing, whaling, resource extraction and tourism, and explain why the continent is under threat. Evaluate the extent to which the continent can be managed sustainably now and in the future. Describe the characteristics of place. Recognise that people understand place in different ways to include insider and outsider perspectives, and endogenous and exogenous factors. Describe different types of place including, near, far, media and experienced places. Understand that place representation is subjective, and that places are represented in different ways dependent upon perspective and purpose. Evaluate the reliability of different representations of place. Describe the changes which occur in specific places and the reasons for change. Understand that different stakeholders will have a range of opinions on change. Evaluate changes and understand that it has a range of impacts. 2021 Page | 16
Changing places
Geographical Decision Making exercise
Evaluate a local issue and reach an evidence based conclusion – Solar Farm in Elstree.
Suggested further reading: Trash (Andy Mulligan) Gold Dust (Geraldine McCaughrean) The Garbage King (Elizabeth Laird) Refugee Boy (Benjamin Zephaniah)
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German Aims and Objectives This year builds on the elementary work completed in Year 7. It particularly focuses on the use of present tense verbs, the cases and the perfect tense using the topics given in the grid. Pupils are encouraged to express opinions in short pieces of writing and orally. Term
Topic
Hallo & Die Schule (Revision)
Familie und Freunde
Grammar
Pupils should be able to
Revision, in particular of ich, du, er/sie verb endings in the present tense.
•
Ich habe & accusative
•
Subject pronouns
•
Definite and indefinite articles in the nominative and accusative (ich habe and es gibt)
•
•
• Mein/meine; dein/deine •
Introduction to adjective endings Autumn
•
Formation of plural nouns
Introduce themselves and give key personal details Sound out the alphabet in German Say what they have in their school bag Talk about family members (see vocab list at end of chapter) Describe someone’s character Describe someone’s physical appearance Know key parts of the body in German Talk about pets
Present tense in ALL forms (singular and plural) Gern (sehr gern) and (gar) nicht gern, lieber, am liebsten
Meine Freizeit
• •
Irregular present tense verbs lesen, sehen, fahren
• •
Asking yes/no questions WO – verb as the 2nd idea
Talk about sports & free time Talk about what you like and don’t like doing Say how often you do something Talk about music
-
Ich mag X gefällt mir (nicht) weil Impersonal expressions using zu & infinitive: Es ist (adjective), ... zu & infinitive Spring
In der Schule
Es gibt & accusative Man kann/muss/darf & infinitive Revise time expressions Revise WO: verb as 2nd idea
Revision: • Talk about school subjects • Tell the time • Give opinions of school subjects (new = using weil) New: • Talk about your teachers • Know basic information about the German school system • Say what there is in the school • Say what the school rules are • Talk about after-school activities 2021 Page | 18
Verbs essen & trinken Revision of kein Use of mir & dir Mahlzeit
Ich möchte, ich hätte gern
• • • • • •
Introduction to the perfect tense with haben
Talk about what you eat and drink Buy food Understand prices Order something to eat Talk about healthy eating Recognise some traditional German dishes, as well as popular dishes from other cultures
Man soll Revision of man kann Perfect tense with haben In Urlaub Summer
Key perfect tense verbs with sein Using time sequencers
• • • • •
Talk about holiday activities Talk about a past holiday Talk about how you travelled Describe the weather Give your opinion on the weather
Es war, es gab Revision & Exam prep Film study Suggested further reading: Mary Glasgow magazine (Das Rad) www.maryglasglowplus.com www.vocabexpress.com www.languagesonline.org.uk www.linguascope.com
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History Aims and Objectives This course explores some key themes and events in English, British and Commonwealth history between 1485 and 1900. By the end of the year, pupils should not only have a good knowledge of these historical topics but should also have developed their abilities to respond intelligently to source material and to write analytically. Term
Topic
Description
Pupils should be able to
Why was there so much religious turmoil in Tudor England? Why did Henry VIII break with Rome? Why did the Four Thomases become so powerful during Henry VIII reign? Who objected to Henry’s Reformation? Why were there so many Reformations in England 1532 to 1588? How did Elizabeth I survive so many attempts to depose her?
Henry VIII’s ‘great matter’ Thomas More, Thomas Cromwell, Thomas Wolsey, Thomas Cranmer Dissolution of the Monasteries, Pilgrimage of Grace The Henrician and Edwardian Reformations, Marian CounterReformation, the Elizabethan settlement Ridolfi Plot, Babington Plot, Spanish Armada
Write a structured historical explanation Research the careers of Henry’s leading ministers and spot similarities and differences. Understand local impact of imposed religious change. Know difference between Catholicism and Protestantism. Deploy skills of source comprehension, analysis and evaluation
Why did the Monarchy disappear then come back in Stuart England? What sort of education did William Shakespeare receive? Was James I the wisest fool in Christendom? Why did the English Civil War break out in 1642? Spring Why did Parliament win the English Civil War?
Grammar Schools. Union of the Crowns, Plantation of Ulster, British colonisation of the Americas, Gunpowder Plot, Divine Right of Kings Charles I and Religion, Charles I and the Constitution, Ship Tax, Arrest of the Five Members Roundheads and Cavaliers, New Model Army, Battle of Marston Moor, Battle of Naseby
Reflect on similarities and differences to their own education Engage with a historical debate.
Write a structured historical explanation. Compare the relevant importance of key factors.
Why did Charles I lose his head?
Trial of Charles I
Enthusiastically take part in a mock trial.
What kind of man was Oliver Cromwell?
The Commonweath
Source work
Why the English Monarchy return in 1660?
The Restoration
Assessment of the Restoration.
Why did the British Empire grow so large? Why does it remain so controversial? The Origins of The British Empire
Summer
The Slave trade and its victims: its impact on people in Africa and North America
John Cabot’s voyage. Roanoke What went wrong for the first British colony? John Hawkins and the development of the triangular system. The Middle Passage. Life on the Cotton and Sugar plantations include punishments. The Zong Massacre.
Writing a Magazine article on the First British colony.
Source work
Revision and Internal Exams 2021 Page | 20
The Mughal Empire and the East India Company Why did the Indian Rebellion of 1857 occur?
Other territories impacted by British rule
Reading on the Mughal Empire. East India Trading Game. The Indian Mutiny/ The First Indian War of Independence. Different Interpretations. The American Revolution. Irish Potato Blight, The Opium Wars, The Dominions. The Fate of the Aborigines of Van Diemen’s Land, Cecil Rhodes.
Research and source work Essay
Student research and presentations. Debate.
Suggested further reading: The Time Traveller’s Guide to Elizabethan England by Ian Mortimer Centuries of Change by Ian Mortimer Shakespeare’s London by Stephen Porter Black Tudors by Miranda Kaufmann Black and British by David Olusoga The Making of the Raj: India Under the East India Company by Ian St John A Children’s History of India by Subhadra Sen Gupta
2021 Page | 21
Latin Aims and Objectives In Year 8 the aims of the Latin scheme of work are: to develop an insight into the structure of an inflected language; to discern derivations from Latin and improve command of English; to develop critical insight into the way language is used to express feelings and influence people; to learn about the past through primary sources in the form of written evidence and archaeological remains. Term
Topic
Description
The Roman Baths Dative singular and plural The Roman education system
Books and writing
1st and 2nd person plural present.
Comparative
Pompeii
Elections and local government
Intransitive verbs with the dative Autumn
The eruption of Vesuvius 1st and 2nd person (singular and plural) imperfect and perfect Life in Roman Britain Infinitive and ‘volo’, ‘nolo’, ‘possum’ The Romans in Britain Infinitive and ‘difficile’/‘necesse’. Adjectival Agreement Cogidubnus Relative clauses Imperfect of ‘nolo’, ‘volo’ and ‘possum’ The palace at Fishbourne
Spring
Pluperfect tense Relative clauses introduced by ‘quos’ and ‘quas’ Roman Alexandria Genitive case Glassmaking in Alexandria Government of Egypt Gender
Pupils should be able to Understand more about the Baths in Roman times Recognise and translate the dative case Understand more about Roman education Recognise the remaining verb person endings Understand more about voting in the Roman world Recognise some verbs which take the dative case Understand more about the eruption of Mt Vesuvius Recognise the remaining past tense person endings Understand more about life in Roman Britain Recognise some common irregular verbs Understand more about the process of Romanisation To identify which adjective agrees with which verb To understand what ‘client kings’ were To recognise a relative clause in Latin To recognise past tense forms of common irregular verbs To find out more about the palace at Fishbourne To translate the pluperfect tense To recognise the different cases of relative pronouns To understand more about the Roman Empire To translate the genitive case To understand more about glassmaking in Alexandria To understand more about governance in the Roman Empire To understand more about gender of nouns and adjectives 2021 Page | 22
Agreement of Nouns and Adjectives
To translate adjectives correctly
The worship of Isis
To find out more about religion in ancient Egypt
Spring festival ‘hic’ and ‘ille’ ‘noli’ and ‘nolite’ and Infinitive Summer
To translate correctly common pronouns To translate negative commands
Exam Revision Exam Week present participle ‘is’ and ‘ea’ in Accusative, Genitive and Dative Vocative case Medicine and Mathematics in Alexandria
For pupils to recognise and translate present participles To recognise other forms of common pronouns To identify the vocative case To understand more about medicine in the ancient Roman world
Suggested further reading: The Eagle of the Ninth by Rosemary Sutcliff Odysseus: The Greatest Hero of Them All by Tony Robinson
2021 Page | 23
Mathematics Aims and Objectives In Year 8 we continue to build upon the foundations derived from Year 7. We now take the material and learn how to use it in the context of a problem. Algebra and geometry are now extended to enable the pupils to express their Mathematical ideas with precision and clarity. Term
Topic Factors
Description
Pupils should be able to
• •
Divisibility tests Prime factors
•
Recap the four rules with whole numbers and decimals. BODMAS Calculator logic
Find prime factors and use these to find the HCF and LCM. Use and apply Pythagoras’ Theorem to calculate lengths and solve problems in context. Use arithmetic operations on whole numbers and decimals. Rounding to a given number of decimal places or significant figures. Efficient use of a calculator, using brackets. Draw and interpret bar chart and pie charts. Finding the mean, median, mode and range from a frequency table. Find the net and surface area of 3D shapes. Draw plans and elevations.
Pythagoras’ Theorem
Rounding and Estimating
Autumn
• • •
Data Analysis • Nets and Surface Area
Review of statistical diagrams Calculation of averages
Unit test 1 Ratio and Proportion
Algebra 1
Arithmetic: Fractions and Percentages
Probability – Two Events
Angles, Bearing and Maps Spring Algebra 2
Work with ratios and solve problems involving to direct and inverse proportion. Substitution into formulae, expand and simplify single bracket expressions. Percentage increase/decrease, reverse percentages, arithmetic operations with fractions and converting between fractions, decimals and percentages. Use the multiplication law for independent events and use tree diagrams. Use angle facts from parallel and intersecting lines to solve problems on bearings and scale drawings. Solve linear equations, changing the subject of a formula, expanding two brackets and use trial and improvement.
Unit test 2 Algebra 3
Straight line graphs
Solve simultaneous equations using the elimination method. Algebraic solution of linear inequalities. Plot, determine and interpret the equation of a straight line.
2021 Page | 24
Polygons
Circles and Cylinders
Speed, Distance and Time
Interior and exterior angles in polygons. Symmetry and properties of quadrilaterals. Estimate and calculate the circumference and area of a circle. Find the volume and surface area of a cylinder. Interpret and use distance-time graphs. Convert different units of speed, distance and time.
Revision Summer
Internal Examinations Investigation Units of Measure
Similarity
Questionnaires and Analysis
Use and apply conversion factors for metric and imperial units of length, mass and capacity. Understand the relationship between similar shapes. Calculate and use line, area and volumes ratios for similar shapes. Design questionnaires to collect and display data.
Suggested further reading: How long is a piece of string? by Rob Eastaway Professor Stewart's Incredible Numbers by Ian Stewart Alex Through the Looking Glass by Alex Bellos Things to Make and Do in the Fourth Dimension by Matt Parker Entertaining Mathematical Puzzles by Martin Gardner
2021 Page | 25
Music Aims and Objectives In Year 8, the aim is to inspire pupils to continue with their music making beyond KS3 through an exciting and accessible curriculum. The pupils are introduced to a variety of top quality music software including ProTools and Sibelius. They will develop compositional skills in preparation for the AQA GCSE course. Following their work in Year 7 the pupils will reaffirm basic harmony (chords I, IV and V) and continue to develop aural skills through listening work. Term
Topic
Description
Pupils should be able to
Intro to Programme Music •
Exploring and defining what Programme music is: Holst: The Planets
Saint-Saens: Carnival of the Animals. Composition of animal
Autumn
Planets listening task – identifying the use of music elements in Mars & Jupiter to reflect the mood of the planet • Play Jupiter/I Vow to Thee My Country on piano • Carnival of the Animals listening task - identify and list the use of Mr D Tights elements in listening tasks (Carnival of the Animals) • In pairs, use Mr D Tights to create a short composition that reflects a particular animal Saint-Saens: Danse Macabre. Exploring melodic devices (sequence & imitation)
✓ ✓ ✓
Understand how music reflects a mood/character List Mr D Tights elements in listening tasks to reflect a mood Play I Vow to Thee My Country on piano
✓
Demonstrate through tasks an understanding of the Mr D Tights elements.
✓
Demonstrate an understanding of melodic devices
Develop composition to reflect chosen picture
✓
Demonstrate an ability to reflect mood through composition.
Assessment – Composition
✓
Peer assess effectively.
Understanding Leitmotifs
✓
Explain what a leitmotif is, its purpose and the contexts in which it is found.
Developing Leitmotifs & Ostinato patterns
✓
Create different moods using the same leitmotif.
Mickey-Mousing. Begin Composition for Ice Age
✓
Developing Leitmotifs: John Williams “Star Wars” & Howard Shore “Lord of the Rings”
✓
Demonstrate an understanding of mickey-mousing as a composition technique through its use. Demonstrate an ability to use leitmotifs in varying contexts
Introduction to Film Music
2021 Page | 26
Interim Assessment: Ice Age Composition Listening Assessment Final Assessment: Ice Age Composition Historical Context
✓
Peer assess effectively.
✓
12-Bar Blues Chords
✓
Walking Bass Line
✓
Improvisation
✓
Listening Assessment & Blues Composition Assessment
✓ ✓
Respond constructively to feedback. Understand the history and development of the blues. Perform and identify the 12-bar blues chord progression. Incorporate a walking bass into a 12-bar blues progression. Improvise effectively over a 12 bar blues progression Peer assess effectively. Respond constructively to feedback. Understand the history and development of jazz. Improvise with confidence and stylistic awareness. Improvise using the mixolydian mode.
✓
Introduction to Blues
Spring
Development of Jazz (from Blues)
Introduction to Jazz
Brubeck – Take 5 Improvisation task
✓
Miles Davis – All Blues – improvising using modes (mixolydian) Jazz Listening Assessment Jazz Composition Assessment
✓
Features of Disco
Summer
Introduction to Disco Music & Song writing
✓
✓ ✓ ✓
Peer assess effectively. Respond constructively to feedback. Understand the history and features of disco. Demonstrate through tasks a basic understanding of the operation of Pro-tools.
Introduction to Pro-tools
✓
Composition of elements of disco.
✓
Demonstrate an understanding of the elements of a disco composition.
✓ ✓
Peer assess effectively. Respond constructively to feedback.
HABS MUSIC FESTIVAL Disco Composition Assessment
Suggested further reading: Grove Online musictheory.net ABRSM Music Theory 1 – 5 History of Blues & Jazz History of Film GCSE Bitesize
2021 Page | 27
Physical Education Aims and Objectives The Year 8 programme of study progressively builds on the Year 7 programme and is still taught in mixed ability form groups. This repetition and reinforcement of work allows pupils to participate with greater confidence and offers the satisfaction of improved performance in the second year of study. Carousel
Topic
Description RAMP warm up & FS intro Squat & Hinge movements
Push & Pull movements 1
Athletic Development Brace & Rotate movements
Jumps & Landings
Speed & Acceleration Swim Test & distance swim Front Crawl 2
Swimming
Back Crawl Breaststroke Assessment Water-Polo
Recap floor work Flight Intro to Vaulting – mount & dismount 3
Gymnastics
Side, Gate & Straddle Vaults Through/Handspring Vault Vault Assessment
4
Gameplay
Catch & Throw Game/Bench ball Scatter Ball/Dodge Ball Rugby-Netball/Ultimate Frisbee Hand Hockey/Danish Longball
Pupils should be able to Understand how to W.up & use FS safely. Identify and execute the correct techniques for these movements. Identify and execute the correct techniques for these movements. Identify and execute the correct techniques for these movements. Identify and execute the correct techniques for these movements. Understanding the concept and execution for explosive movements Measure aquatic stamina Improve FC technique Improve BC technique Improve BS technique Measure time in all strokes over 25m Improve skills in isolation and game play. Re-visit the year 7 floor skills. Experience flight and apply gymnastic shapes. Safely mount and dismount a vaulting box and apply gymnastic shapes. Complete basic vaults at individually appropriate height vault. Introduce more advanced vaults at individually appropriate height vault. Complete two competitive vaults.
Develop the understanding of the transferrable skills, communication and teamwork.
2021 Page | 28
Indoor Football/Tchoukball Game Design Tennis
Basic ground strokes Outwitting opponents Backhand slice Volley Serve development
5
Understand and perform the skills and tactics for singles and doubles tennis.
Assessment Middle Distance Shot Put 6
Athletics
Sprints Triple Jump Javelin High Jump
Understand and perform techniques and tactics for both track and field events.
Suggested further reading: Friday Night Lights by H.G. Bissinger The Sports Gene by David Epstein The Lords of the Rings by Andrew Jennings
2021 Page | 29
Physics Aims and Objectives In Year 8 the aims of the Physics scheme of work are to increase the technical vocabulary of the pupils. They will be introduced to the use of models and will cover more of the Key Stage 3 Programme of Study, using a largely experimental approach. Term
Topic
Description
Pupils should be able to
Classes taught the following topics in this order Solids, liquids and gases TOPIC A 6 weeks
Matter and pressure
Expansion of solids Pressure – Calculation of personal pressure Gases The Sun – Dangers of naked eye observation Solar System – Planetary scale and movement
TOPIC B 5 weeks
Structure of Universe – Galaxy and Milky way Astronomy
Day and Night cycle Gravity – A force between 2 masses Seasons Earth/Moon system – Phases of moon Turning effect of force
TOPIC C 5 weeks
Centre of gravity Moments and Machines Equilibrium Machines Conduction – cause of heat flow and nature of the process vibration Convection – fluid medium moves
TOPIC D 5 weeks
Heat
Thermal radiation Vacuum flask
Home insulation
Describe the differences between solids, liquids and gases Explain why metals expand when they are heated Use the pressure equation in calculation, including rearranging it Describe the structure of gases Explain why it is dangerous to look at the Sun Understand the scale of the solar system, the order of the planets and some of the planets properties Know the structure of the universe Explain why we get day and night on Earth Describe what gravity is, and explain its importance in the structure of the Universe Explain why we get different seasons Explain why we get different phases of the moon Use the moments equation to solve problems Carry out a practical to find the centre of gravity of a 2D object Be able to use the moments equation to balance systems Apply the moments theory to real world scenarios Explain the process of conduction Explain the process of convection Explain the process of thermal radiation Explain how the three methods of heat transfer can be reduced in a vacuum flask Explain how the three methods of heat transfer can be reduced in the home 2021 Page | 30
Energy makes things move – energy sources
TOPIC E 4 weeks
Energy transfers Energy Efficiency Fuels: Energy resources
Identify the energy source in various scenarios Identify what energy transfers into in various scenarios and recall that energy cannot be created of destroyed Use the efficiency equation in simple calculations Describe the pros and cons of various methods of power generation
Suggested further reading: Thing Explainer: Complicated Stuff in Simple Words by Randall Munroe Wonders of the solar system by Brian Cox
2021 Page | 31
Spanish Aims and Objectives This year builds on the elementary work completed in Year 7. It particularly focuses on the use of present tense verbs and adjectives using the topics given in the grid, as well as introducing basic future and past forms. Pupils are encouraged to express and justify opinions in short pieces of writing and orally. Term
Autumn
Spring
Topic Module 2 En el instituto (continued) Brief revision of Module 1 topics Complete Module 2 verb work
•
Module 3 Mi familia • Family members • Describing yourself physical + character Module 4 Vivimos en Europa • Saying where you live • Describing your house + bedroom • Daily routine
•
Module 5 El tiempo libre • Weather • Free time activities + sports • Telling the time • Leisure time in future and some past
Summer
Grammar
Module 6 Cómo es tu ciudad • Describing your town • Comparing your town to other places • Facilities • Meeting up • Present and future plans • Cultural project Mexico Film work - Coco/Ferdinand
•
• • • • • • • • • • • • • •
Pupils should be able to
Revision of key grammar from Year 7 Add the er ir verb patterns
•
Adjective agreements Llamarse review Revision of verbs tener + differences ser/estar Qualifying adjectives bastante/muy/un poco…. Prepositions Present tense review + extension Reflexive verbs Using gustar + infinitives Irregular present tense Time phrases + immediate future Use of cuando and si Intro to the past using ir Comparative and superlative Ser verses estar review Present and future combined
• •
•
• • • •
• • • •
• • • •
Develop confidence in language acquired last year Finish the present tense patterns
Introduce their family Give basic physical and personality descriptions Use key irregulars ser tener Say where they live and what type of accommodation Say where things are in the home Describe daily routine
Talk about their free time and when they do activities Say what they are going to do Describe likes/dislikes Say what they did and will do
Describe their town/area and what you can find there Compare to other towns Arrange an outing with a friend Learn about Mexico using present and future
Develop cultural awareness
Suggested further reading: ¿Qué Tal? magazine (Maryglasgow) Alejo y su pandilla ( reader)
2021 Page | 32
Theology & Philosophy Aims and Objectives In Year 8, the aim is to develop pupils’ level of theological analysis by exploring the response of Hinduism and Buddhism to the worldview questions and affording pupils the opportunity to compare and contrast key concepts between religious worldviews. An exploration of Philosophical worldview questions, normative ethical theories and specifically Utilitarianism. Pupils will explore ethical concepts and paradoxes. Term
Topic
Hindu answers to the worldview questions
Autumn
Buddhist answers to the worldview questions
Sikh and Jain answers to the worldview questions
Spring
Key Philosophical ideas
Description
What do Hindus believe about God, the Soul and the nature of reality? What do Hindus believe about Avatars? What do Hindus believe about human nature and the goal of human life? How should I live? Why is there suffering?
What do Buddhists believe about the nature of reality? What do Buddhists believe about human nature and the goal of human life? How should I live? Why is there suffering?
Pupils should be able to
Articulate responses from a Hindu perspective to some of the ultimate worldview questions.
Articulate responses from a Buddhist perspective to some of the ultimate worldview questions.
What do Sikhs and Jains believe about God, the Soul and the nature of reality? What do Sikhs and Jains believe about human nature and the goal of human life? How should I live? Why is there suffering?
Articulate responses from a Sikh and Jain perspective to some of the ultimate worldview questions.
What makes a good argument? How can we know? Descartes ‘Cogito ergo sum’ and evaluation of its meaning.
Analyse and evaluate key philosophical concepts in relation to the ultimate worldview questions and philosophical concepts.
2021 Page | 33
Ethics
What are the limits of freedom? What is punishment for? How should we treat the marginalised? Are humans morally responsible for their environment?
Explain and critically evaluate different ethical theories and approaches to ethical decision making.
Revision and Internal Examinations Summer
Sacred Sites Virtual Tours Project
How does the architecture of a place of worship reveal a culture’s concept of the sacred? How does it symbolise and communicate an experience of the sacred to the believers? How do sacred sites convey answers to life’s ultimate questions?
Understand how different religious worldviews are represented through the design of various sacred sites and use this to critically reflect on their own responses to life’s ultimate questions.
Suggested further reading: Big Questions by Matthew Morrison The Dhammapada The Bhagavad Gita The Puzzle of Ethics by Peter Vardy Brave New World by Aldous Huxley
2021 Page | 34
Key Skills
Page
Subject
Head of Department/Lead Teacher
35
Foreword
Mr Bass
36
Critical Digital Media Literacy
Miss Nairne
37
Communication, Confidence and Creativity
Mrs Morris-Wolffe
39
Learning to Learn
Mrs O’Hare
40
Relationships and Sex Education (RSE)
Mrs Chaudry
41
Careers
Ms Nash
42
Resilience PSHCEE
Miss Barron
Foreword The purpose of the Key Skills programme is to develop and nurture skills in our pupils that cut across curriculum areas and that support lifelong learning. These skills will enhance progress and attainment in education, employment, lifelong learning and personal development. The programme is a key ingredient in the education offered at Haberdashers’. Along with our Academic curriculum and Pastoral care, the key skills programme ensures that we achieve our aims: 1. 2. 3.
To challenge bright pupils to achieve the highest standards To develop a sense of community and shared values To support parents in preparing their sons for a fulfilled life
These subjects are non-examined. In particular the programme will • • • •
Foster the development of non-subject specific skills The early introduction of key skills will ensure that pupils gain an excellent grounding in these skills. This will enhance their progress through later years in the school. Develop practical skills in communication, digital literacy and study skills which will form a foundation upon which academic subjects can build and through which pupils can attain higher levels of progress. Ensure that pupils understand the values of our community and apply them to achieve both personal and community success.
The programme covers the following key skills: 1. 2. 3. 4. 5. 6.
Critical Digital Media Literacy Communication, Confidence and Creativity Learning to Learn Relationships and Sex Education (RSE) Careers PSHCEE Resilience Course
Pupils are on a 4-6 week/half termly rotation.
2021 Page | 35
Critical Digital Media Aims and Objectives The main aim of this course is to reinforce the key literacy skills which pupils will have acquired in Year 7 and introduce them to the further concept of distinguishing fact or opinion. We specifically focus on the examination of ‘fake news’ and the ability to pursue fact and truth. This is especially relevant in questioning the news ‘sources’ of social media and the effect of deliberate manipulation of news on consumers. We aim to make the pupils digitally resilient and questioning. The course sets a higher degree of challenge. Resources are varied, demanding and will allow pupils to accelerate their adoption of sound literacy skills across subjects and in social media use. Particular emphasis is on the development of vocabulary and a desire to expose the shades of meaning in a media text. Lessons
Activity
Objectives
1 Pupils examine different media and question concept of bias. Write their own headlines about news and discuss power of vocabulary choices.
2 Pupils examine the use of ‘misdirection’ (spinning the truth) in advertising and other media.
3 Discussion of the concept of ‘fake news’; origins and comparisons of images and differing websites.
4 Fake News plenary exercise using sources of news and practical application of skills learnt.
Explore the purpose and effect of media using powerful language and imagery in reporting.
Pupils to recognise how common this is in their lives and to be discerning in reading and viewing.
Pupils begin to understand the importance of online truth and recognise format of fake news.
Testing baseline knowledge and vocabulary with questions of increasing difficulty.
5 Use of MediaSmart website with sequence of 12 sites designed to be analysed for convincing content. Explore visual, digital content for reliability and test of own reading skills.
6 Personal design of a deliberately misdirecting piece of media. PPt or short visual clip.
Exercise in form and purpose to exhibit understanding of basic skills required to manipulate audience.
2021 Page | 36
Communication, Confidence & Creativity Aims and Objectives • • •
To develop the control of focus and commitment to stage truth. To develop the discipline, clarity and precision of non-verbal communication. To develop awareness of the performer/ audience relationship
And also: • To continue to develop social and interactive skills. • To continue to develop “The Three Cs” • To continue to develop resilience and problem-solving skills. 6-week programme summary Movement / Ensemble Skills (and to recap the principles learnt in Y7) - 1 or 2 lessons Masks – 4 lessons A sequence of lessons using Trestle masks. Skills/Terms introduced: • Centres of Energy; • Fourth Wall and breaking the Fourth Wall; • “Clocking the audience”; • Counter mask; • Economy and clarity of movement; • Focus and split focus. Work on Status and creating characters is developed. Culminates in a short improvised masked play with a single prop in groups of 3-4. Pupils will consolidate and develop the skills learnt in Year 7.
Pupils are expected to:
1. Gain an appreciation of “stage truth”, that it is fragile and needs total commitment if it is to be sustained. 2. Appreciate that the creative process involves risk taking and embracing mistakes. The only mistake is not to commit.
3. Appreciate the vital importance of offering and accepting when creating a reality. 4. Gain an appreciation of masks as a Powerful, compelling dramatic device. (Masks are highly theatrical and non-naturalistic and yet the realities created should be truthful and moving).
5.
Learn the “rules” of mask work.
Outcomes: By the end of the 6 week programme, pupils should have developed skills in the following areas and be familiar with the following terms and concepts: • Suspension of disbelief • Focus • Energy • Commitment • “In the moment” • Taking risks/ no fear of “mistakes” • Drama is “Serious Play” • Accepting/accept and advance • No blocking • Naturalism/non-naturalism • Greek Theatre? • The need for all stage action to be truthful (however non-naturalistic or comic!) • Respect the mask! • Putting the mask on/taking it off • Playing to the front • Minimal movement (that tiny movements are magnified) • Less is more • Effect of adjusting hair/using a hat 2021 Page | 37
• • • • • • •
6.
Analyse and evaluate more carefully their desired intentions for an audience.
7.
Develop an appreciation of the importance of status when exploring character and relationships. Appreciate that status is not constant: it can change with the context.
• • •
8.
Develop an appreciation of the importance of nonverbal communication when conveying characters and relationships in performance
• • • • •
Don’t touch the mask Clocking/the aside Fourth wall/Breaking the Fourth wall Connecting with the audience See the mask think! Focus and split focus Clear punctuation of actions and reactions (share with audience!) Status Status shifts Conveyed through: Size of base, posture, gait, gesture, use of space, eye contact, reactions Centres of energy Economy, precision and clarity of movement Focus/eye contact Proxemics Importance of stillness
2021 Page | 38
Learning to Learn Aims and Objectives The fundamental objective of the Learning to Learn programme is to enhance independent learning skills and to encourage pupils to adopt a growth mindset, the belief that their most basic abilities can be developed through dedication and hard work.
Pupils will develop: • • • • • • •
• •
good motivation towards study; an understanding of their personal learning style; good study habits; the ability to prioritise and manage their time; the ability to set goals, make action plans and achieve their objectives; the ability to use a variety of learning tools; the ability to manage learning techniques eg: o reading o listening o note taking methods o memory training o revision and exam techniques; an understanding of their personal strengths and minimise weaknesses; and an understanding of how to achieve both their academic and personal potential.
Pupils will recognise their own personal learning style. They will learn to plan and organise their work and develop particular skills as shown by the points of the compass, as they progress. Skills will be introduced and applied in the context of their academic subjects. Topic Metacognition: Learning to Learn 1 Memory and Review 2
Independent Study 3 Essay writing 4 Reading and Research 1
5
To understand personal learning style. To be able to set personal learning targets. To be able to adapt to their strengths and weaknesses. To understand how memory works. To be able to use specific memory techniques to learn curriculum material. To understand the need to review material regularly to enhance memory. To be able to plan time in order to work efficiently. To know good learning habits. To know the features of an ideal study environment. To be able to assess essay requirements from questions To be able to organise ideas and resources for planning essay responses. To understand how to write with clarity using structured paragraphs. To develop critical reading skills. To be able to use skimming and scanning to improve researching efficiency. To understand the full range of learning and research resources available to them. To understand how to plan and carry out effective project work. (One of these sessions will be based in the library)
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Relationships and Sex Education (RSE) Aims and Objectives The purpose of the Key skills lessons in RSE is for pupils to understand topics which are part of statutory education or which need in-depth discussion beyond the form time PSHCEE lesson. Lessons are delivered at the appropriate level and strict boundaries are in place when discussing sensitive or difficult topics. Pupils must respect their peers and the teacher guiding the discussions. 1. Understanding identity; an introduction to understanding different ways of being a person; Equality Act and rights as an individual; anti-discrimination. 2. The importance of protected characteristics with a focus on race and anti-racism awareness. 3. E-safety: sexting and the law on distribution of images; understanding of consent (RSE morning to further explore this as a topic in relationships) 4. FGM (Female Genital Mutilation); rights and law; cultural awareness and recognition of issue in UK and abroad. 5. Families and marriage; legal understanding of rights and differing relationships like civil partnerships, arranged marriages or co-habiting couples. These important topics will be supported by resources and lesson plans, from the PSHE Association and recognised organisations, for education in RSE.
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Careers Education, Information, Advice and Guidance Aims and Objectives The school places great value on an education which prepares pupils for the challenges of their future lives. It recognises that in a world of rapidly changing opportunities pupils need to be able to identify their unique abilities and personal qualities and should possess skills which enable them to access both high quality information and experience of the world of work in order to manage their aspirations with confidence. The aim of CEIAG is to provide pupils with an environment in which they are able to make confident and informed career and higher education choices based on realistically high aspirations and a growing awareness of themselves. CEIAG at Haberdashers’ seeks to be appropriate to the learning environment of the school by accentuating the positive side of a high level of personal attainment and ambition through the following objectives: • • • •
Lesso n
Foster self-evaluation to enable pupils to learn about themselves; their interests, abilities, personal qualities, and what influences their decisions. Encourage career exploration by providing quality and up to date information about, and experience of, the world of learning and the world of work, and thus confidence in decisions made. Promote career management by asking pupils to take responsibility for their own career decisions and encourage realistic and flexible individual higher education and career paths. Prepare pupils to manage change and transition in a fast-moving world through their own sense of initiative and enterprise, seizing new opportunities and managing unexpected change with success.
Topic
Learning outcomes - by the end of the session students should:
1
Identifying interests
Begin to consider how their skills and interests can be used to explore future careers.
2
Activities and competencies
Be able to recognise competencies and apply them to different situations.
3
Personality profile test
Have a better understanding of their personality type and how they can use this information when considering future careers.
4
Unifrog Careers Library treasure hunt
Be more familiar with the resources available on Unifrog and with how to find information about a variety of aspects of different careers.
5
Understanding organisations
Have a broad understanding of different roles within the school and of different business processes.
6
Pitching an idea
Have used their understanding of business processes to put together a pitch and present this to their peers.
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PSHCEE Resilience Course Aims and Objectives PSHCEE consists of five components: Personal, Social, Health, Citizenship and Economic Education. There is an additional Culture component in Years 7-10. The school values are embedded throughout the curriculum, with explicit teaching of the values in the Junior School. All pupils receive a weekly 20 minute PSHCEE lesson with their form tutors during morning tutor time. The Key Skills PSHCE and RSE courses complement the form time sessions and allow more detailed teaching of the subject using specialist teachers. As well as being informative, the PSHCEE course has been designed to be skills-focussed. Key skills of critical thinking, decision making and communication are developed throughout the course. When pupils leave HABS we expect that they will be equipped with the knowledge, skills and attributes to become morally responsible and valued citizens. Objectives: •
To equip pupils with the necessary information they need to make choices which impact their personal and social development To allow pupils the opportunity to think critically about their personal development, using thinking skills to evaluate information and make decisions To provide pupils with a safe environment in which to practice their communication skills To encourage pupils to develop values and attributes that allow them to contribute to the school and wider community To provide pupils with an environment where they can critically evaluate their values and develop into morally responsible citizens
• • • •
Lesson 1 2 3 4 5 6
Topic The ABC model Self-talk Bias and beliefs Empowering beliefs Real time resilience Teach back
Objectives – by the end of the session pupils should: • Be able to explain the ABC model • Have identified a personal activating event • Be able to explain the meaning of ‘self-talk’ • Have applied the idea of self-talk to the ABC model • Have explored the role of beliefs in the ABC model more closely • Understand bias • Have learned to avoid “thinking traps” such as “Teflon and Velcro thinking” • Have created a set of “empowering” beliefs that themselves and others can use •
Understand “catastrophizing” and “real time resilience” techniques
•
Have reinforced their understanding of the key themes of the course
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