Ecology (5 lessons: 4 content + test 5. British wildlife (5 lessons)

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

Adaptations

Evolution and Natural selection

Human Evolution

Extinction Understand how the organisms are adapted to their environment.

Understand how organisms evolve by the process of natural selection.

Understand the role of extinction in evolution.

Topic test

Topic 2 Unseen World A thorough introduction to the types of microbes.

Soil

Fungi and decomposition Laboratory practical to investigate antibiotic effectiveness.

Microrhiza

Antibiotics To know a range of examples of adaptions.

Explain the process of natural selection.

Know a range of examples of natural selection including evolution of humans.

Understand the importance of microbes in biological process and environments.

Understand the importance of antibiotics and how to reduce antibiotic resistance.

Topic test

Topic 3 Movement

Muscles and joints

Dissection

Controlling muscles

Anaesthetics

Topic test

Topic 4 Ecology

What is Ecology? Understand how muscles function to enable movement.

Understand how the nervous system controls 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.

An introduction to the study of ecology. Understand how to measure populations of plants and animals.

Human influences 1

Human influences 2

Topic test Understand some of the ways humans change ecosystems.

Topic 5 British Wildlife An introduction to a range of British wildlife. Taught seasonally to enable Trees pupils to gain an appreciation of changes to natural habitats throughout Migration the year.

Invertebrates

Birds

Mammals

Weed or wildflower? Know a range of examples of British wildlife and their role in ecosystems.

Understand how habitats change during the seasons.

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.

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

Autumn

Spring

Summer Topic

Solubility Investigation Determination of solubility Effect of temperature and other solvents Reaction of Metals with Acids Preparation and properties of hydrogen Fighting for oxygen Metal displacement in solution Formulae and Equations

Making Salts from Acids

Application of Reactivity Series Revision period 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

Description

Solubility and Displacement reactions

Writing & balancing chemical equations

Extracting metals and Metal carbonates

Pupils should be able to

Answer questions on these topics using or applying their scientific knowledge and understanding.

Answer questions on these topics using or applying their scientific knowledge and understanding.

Answer questions on these topics using or applying their scientific knowledge and understanding.

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

Physical Computing Project

Autumn

Logo programming

Winter wonderland

Logo programming

Spring

Update OneNote

Summer

Spreadsheets

Spreadsheets

Update OneNote

Description Pupils should be able to

Micro:bit challenge Micro:bit project proposal and algorithm design Micro:bit project development Micro:bit project presentations

Develop their understanding of computational thinking and demonstrate their ability to solve a problem using the micro:bit; documenting all stages. Introduction to basic commands Learn the fundamentals for Procedures and variables Colours computational thinking and coding, using the language Logo, to enable them to Project plan and design design and code a graphical Implementation house; documenting all stages.

Digital images Animated gifs Develop their understanding of computational thinking and understand how to create a seasonal animation.

Implementation Finish project

Evaluation document

Introduction and importing data Formulae and functions Advanced formulae and functions Graphs What if? analysis Evaluation 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;

Databases

Exam Revision

Exam week

Databases

Update OneNote and what are you going to do for your summer project? Manual search

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 Tables and data entry forms Develop the fundamental Queries understanding for using Reports 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

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

Introduction to 3D CAD: F1 in Schools

Autumn

Introduction to basic electronics. Principles and components

Description

Introduction to the engineering involved in designing a formula one car.

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.

Students also consider brand identity .

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:

Components: Resistors, LED, transistors, LDRs, diodes.

Pupils should be able to

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

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.

Introduction to Programmable Microcontrollers Introduction to programmable electronics using the Arduino microcontroller as focus Students are able to control simple inputs and outputs and recognise where traditional electronics gives way to programmable systems and the reasons why.

Spring

Summe r Robotics Context

Electronics: Circuit Design Construction Pupils become competent in using circuit design software –TinkerCAD and CircuitWizard.

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. 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.

Robotics

Working prototype and testing Assembly, programming and testing of product. Flowcharts and System Planning Objective Testing and Reporting

Inclusive Design Focus:

Pupils look at and experience some of the issues concerned with an elderly population

Robotics - VEX

Students are introduced to the VEX robotics system and encouraged to experiment with construction of a robot in order to solve problem. Introduction to designing in teams and functional modelling. 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

Inclusive Design Focus: Ideation and Modelling

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 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 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

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. 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

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 Primary text type Primary writing focus Pupils should be able to

Autumn

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 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.

Spring

Summe r

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 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.

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.

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 Grammar Pupils should be able to

Autumn

Countries/towns & Transport Y7 revision (name, age, town, family, animals etc.) Introduce themselves and their families

Countries/towns & Transport Revision of –er verbs Conjugate verbs in the present tense and apply the negative form

Countries / towns & Countries/towns & Transport prepositions/ nationalities Talk about their nationalities and other people’s nationalities and what countries they are from.

Transport & prepositions & Countries/towns & Transport opinions

Talk about using different transport methods in different contexts. Chez moi House descriptions & furniture Describe their house and bedroom and give opinions Chez moi Prepositions of space & irregular adjectives Regular verbs (-er, -ir and –re) Conjugate verbs in the present Chez moi tense and apply the negative form

Chez moi Physical description (revision of ‘être’ and ‘avoir’ Exam based Grammar & writing skills En Ville Revision of ‘aller’ & places/shops in town En Ville Use of à to say to, at, in En Ville More prepositions (+de) En Ville Beaucoup de and il n’y a pas de Describe themselves and other people

Describe their home town and local area and give opinions

Spring

En Ville Directions Exam based reading & listening skills

L’école School subjects & opinions & intensifiers Describe their school, their timetable and co-curricular activities. Give opinions on different subjects and teachers

L’école Telling the time (revision) & comparison of adjectives

L’école Daily routine & reflexive verbs Describe their daily routine

L’école

L’école Exam based speaking skills Le temps libre Le temps libre

Summer Le temps libre Apprendre/comprendre & possessive adjectives School uniform & demonstrative adjectives & metre

Sport & musical instruments and jouer à/de Sport activities & faire de Expressing the future and past tenses (avoir) Describe free time activities in past and future.

Describe their school uniform and give opinions

Describe what they do in their spare time in present tense

L’alimentation

L’alimentation

Exam preparation Food & opinions & intensifiers Describing what they like/dislike eating at different mealtimes. Discussing healthy/unhealthy food

Particle articles & negative form (ne…jamais/plus) Quantity and revision of future and past tenses Revision booklet Respond to oral, reading, listening, grammar and writing tasks

Exam week Exam analysis Le shopping

Le shopping

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.

Les choristes (film study) Introduction to the past tense using ‘être’ 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

Suggested further reading:

Bonjour Maryglasgowplus.com

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

Autumn Topic

Rock types

Description

The main types of rock and the rock cycle.

Fossils

Britain’s rocks and landscapes

Exploring landscapes Where fossils are found and how they are formed.

The location of different rocks in the British Isles, and how rocks affect the landscape.

How people make use of different landscapes, e.g. outdoor activities.

Weathering

Soils

Oil and gas

Fracking

Tectonic hazards Weathering processes

How soil is formed, and how it influences land use.

Formation of oil and gas and how we find oil and gas.

How fracking works and the environmental cost of shale gas.

Causes and impacts of tectonic hazards. The factors affecting the impact of tectonic hazards

Spring Cold environments Distribution and types of glacial ice

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

Summer

Cold environments Glacial budgets

Glacier case study

Glacial processes and landforms

Antarctica The Mer de Glace

Erosion, transport and depositional processes and their associated landforms

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

Changing Places Meaning and representation

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.

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)

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)

Autumn Familie und Freunde

Meine Freizeit

Spring In der Schule Grammar Pupils should be able to

Revision, in particular of ich, du, er/sie verb endings in the present tense.

Ich habe & accusative • Introduce themselves and give key personal details • Sound out the alphabet in

German • Say what they have in their school bag

Subject pronouns

Definite and indefinite articles in the nominative and accusative (ich habe and es gibt)

Mein/meine; dein/deine

Introduction to adjective endings

Formation of plural nouns • 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

Irregular present tense verbs lesen, sehen, fahren

Asking yes/no questions

WO – verb as the 2nd idea

Ich mag X gefällt mir (nicht)

weil

Impersonal expressions using zu & infinitive: Es ist (adjective), ... zu & infinitive

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

• Talk about sports & free time • Talk about what you like and don’t like doing • Say how often you do something • Talk about music

Mahlzeit

Summer In Urlaub

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 Revision of kein

Use of mir & dir

Ich möchte, ich hätte gern

Introduction to the perfect tense with haben

Man soll

Revision of man kann

Perfect tense with haben

Key perfect tense verbs with sein

Using time sequencers

Es war, es gab • 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

• Talk about holiday activities • Talk about a past holiday • Talk about how you travelled • Describe the weather • Give your opinion on the weather

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

Spring

Summer Topic Description

Pupils should be able to

Why was there so much religious turmoil in Tudor England? Why did Henry VIII break with Rome? Henry VIII’s ‘great matter’ Write a structured historical explanation Why did the Four Thomases become so powerful during Henry VIII reign? Thomas More, Thomas Cromwell, Thomas Wolsey, Thomas Cranmer Research the careers of Henry’s leading ministers and spot similarities and differences.

Who objected to Henry’s Reformation? Dissolution of the Monasteries, Pilgrimage of Grace Understand local impact of imposed religious change.

Why were there so many Reformations in England 1532 to 1588?

How did Elizabeth I survive so many attempts to depose her? The Henrician and Edwardian Reformations, Marian CounterReformation, the Elizabethan settlement

Ridolfi Plot, Babington Plot, Spanish Armada 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? Grammar Schools. Reflect on similarities and differences to their own education

Was James I the wisest fool in Christendom?

Why did the English Civil War break out in 1642?

Why did Parliament win the English Civil War? 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 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 John Cabot’s voyage. Roanoke What went wrong for the first British colony? Writing a Magazine article on the First British colony.

The Slave trade and its victims: its impact on people in Africa and North America John Hawkins and the development of the triangular system. The Middle Passage. Life on the Cotton and Sugar plantations include punishments. The Zong Massacre. Source work

Revision and Internal Exams

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. . Research and source work The Indian Mutiny/ The First Indian War of Independence. Different Interpretations. Essay

The American Revolution. Irish Potato Blight, The Opium Wars, The Dominions. The Fate of the Aborigines of Van Diemen’s Land, Cecil Rhodes. 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

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

Autumn

Spring Topic Description Pupils should be able to

The Roman Baths Understand more about the Baths in Roman times

Dative singular and plural Recognise and translate the dative case

The Roman education system Books and writing Understand more about Roman education

1st and 2nd person plural present. Pompeii Comparative

Recognise the remaining verb person endings Elections and local government Understand more about voting in the Roman world

Intransitive verbs with the dative

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 Pluperfect tense Relative clauses introduced by ‘quos’ and ‘quas’ Roman Alexandria

Genitive case

Glassmaking in Alexandria

Government of Egypt

Gender 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

Summer

The worship of Isis Spring festival ‘hic’ and ‘ille’

‘noli’ and ‘nolite’ and Infinitive Exam Revision Exam Week

present participle ‘is’ and ‘ea’ in Accusative, Genitive and Dative Vocative case

Medicine and Mathematics in Alexandria

Suggested further reading:

The Eagle of the Ninth by Rosemary Sutcliff Odysseus: The Greatest Hero of Them All by Tony Robinson To find out more about religion in ancient Egypt

To translate correctly common pronouns To translate negative commands

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

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

Factors

Topic

Pythagoras’ Theorem

Rounding and Estimating

Autumn

Spring

Data Analysis

Nets and Surface Area

Unit test 1

Ratio and Proportion

Algebra 1

Arithmetic: Fractions and Percentages

Probability – Two Events

Angles, Bearing and Maps

Algebra 2

Unit test 2

Algebra 3

Straight line graphs

Description

• Divisibility tests • Prime factors

• Recap the four rules with whole numbers and decimals. • BODMAS • Calculator logic

• Review of statistical diagrams • Calculation of averages

Pupils should be able to

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.

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.

Solve simultaneous equations using the elimination method. Algebraic solution of linear inequalities. Plot, determine and interpret the equation of a straight line.

Summer

Circles and Cylinders

Speed, Distance and Time

Revision Internal Examinations Investigation

Units of Measure

Similarity

Questionnaires and Analysis

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 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.

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.

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

Autumn Topic Intro to Programme Music

Exploring and defining what Programme music is:

Holst: The Planets

Saint-Saens: Carnival of the Animals. Composition of animal

Introduction to Film Music Description Pupils should be able to

• 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 ✓ 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

• 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 ✓ Demonstrate through tasks an understanding of the Mr D Tights elements.

Saint-Saens: Danse Macabre. Exploring melodic devices (sequence & imitation) ✓ 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

Mickey-Mousing. Begin Composition for Ice Age

Developing Leitmotifs: John Williams “Star Wars” & Howard Shore “Lord of the Rings” ✓ Create different moods using the same leitmotif.

✓ Demonstrate an understanding of mickey-mousing as a composition technique through its use. ✓ Demonstrate an ability to use leitmotifs in varying contexts

Introduction to Blues

Spring

Introduction to Jazz

Summer Introduction to Disco Music & Song writing

Suggested further reading:

Grove Online musictheory.net ABRSM Music Theory 1 – 5 History of Blues & Jazz History of Film GCSE Bitesize Interim Assessment: Ice Age Composition Listening Assessment Final Assessment: Ice Age Composition Historical Context

12-Bar Blues Chords

Walking Bass Line

Improvisation

Listening Assessment & Blues Composition Assessment

Development of Jazz (from Blues) Brubeck – Take 5 Improvisation task ✓ 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.

Miles Davis – All Blues –improvising using modes (mixolydian) ✓ Improvise using the mixolydian mode.

Jazz Listening Assessment Jazz Composition Assessment ✓ Peer assess effectively. ✓ Respond constructively to feedback. Features of Disco ✓ Understand the history and features of disco. Introduction to Pro-tools ✓ Demonstrate through tasks a basic understanding of the operation of Pro-tools.

Composition of elements of disco. ✓ Demonstrate an understanding of the elements of a disco composition.

HABS MUSIC FESTIVAL Disco Composition Assessment ✓ Peer assess effectively. ✓ Respond constructively to feedback.

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

1 Athletic Development

2 Swimming

3 Gymnastics

4 Gameplay

Description

Pupils should be able to

RAMP warm up & FS intro Understand how to W.up & use FS safely.

Squat & Hinge movements Identify and execute the correct techniques for these movements.

Push & Pull movements Identify and execute the correct techniques for these movements.

Brace & Rotate movements Identify and execute the correct techniques for these movements.

Jumps & Landings

Speed & Acceleration

Identify and execute the correct techniques for these movements. Understanding the concept and execution for explosive movements Swim Test & distance swim Measure aquatic stamina Front Crawl Improve FC technique Back Crawl Improve BC technique Breaststroke Improve BS technique Assessment Measure time in all strokes over 25m

Water-Polo Improve skills in isolation and game play.

Recap floor work

Flight

Intro to Vaulting – mount & dismount

Side, Gate & Straddle Vaults

Through/Handspring Vault

Vault Assessment Catch & Throw Game/Bench ball Scatter Ball/Dodge Ball Rugby-Netball/Ultimate Frisbee Hand Hockey/Danish Longball

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.

5

Tennis

6 Athletics

Suggested further reading:

Friday Night Lights by H.G. Bissinger The Sports Gene by David Epstein The Lords of the Rings by Andrew Jennings Basic ground strokes

Outwitting opponents Backhand slice Volley Serve development Assessment Middle Distance Shot Put Sprints Triple Jump Javelin High Jump Understand and perform the skills and tactics for singles and doubles tennis.

Understand and perform techniques and tactics for both track and field events.

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

TOPIC A 6 weeks Matter and pressure

TOPIC B 5 weeks Astronomy

TOPIC C 5 weeks Moments and Machines

TOPIC D 5 weeks Heat

Solids, liquids and gases

Expansion of solids

Pressure – Calculation of personal pressure Gases 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

The Sun – Dangers of naked eye observation

Solar System – Planetary scale and movement

Structure of Universe – Galaxy and Milky way Day and Night cycle

Gravity – A force between 2 masses 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

Seasons Explain why we get different seasons

Earth/Moon system – Phases of moon

Explain why we get different phases of the moon Turning effect of force Use the moments equation to solve problems Centre of gravity Carry out a practical to find the centre of gravity of a 2D object

Equilibrium

Machines Be able to use the moments equation to balance systems Apply the moments theory to real world scenarios

Conduction – cause of heat flow and nature of the process vibration Convection – fluid medium moves

Thermal radiation

Vacuum flask

Home insulation 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

TOPIC E 4 weeks Energy

Energy transfers

Efficiency

Fuels: Energy resources

Suggested further reading:

Thing Explainer: Complicated Stuff in Simple Words by Randall Munroe Wonders of the solar system by Brian Cox 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

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

Summer Module 5 El tiempo libre

• Weather • Free time activities + sports • Telling the time • Leisure time in future and some past

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

Suggested further reading:

¿Qué Tal? magazine (Maryglasgow) Alejo y su pandilla ( reader)

Grammar

• Revision of key grammar from Year 7 • Add the er ir verb patterns • Develop confidence in language acquired last year • Finish the present tense 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 • Introduce their family • Give basic physical and personality descriptions • Use key irregulars ser tener

• Using gustar + infinitives • Irregular present tense • Time phrases + immediate future • Use of cuando and si • Intro to the past using ir • 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

• Comparative and superlative • Ser verses estar review • Present and future combined

Pupils should be able to

• Say where they live and what type of accommodation • Say where things are in the home • Describe daily routine

• 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

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 Description Pupils should be able to

Hindu answers to the worldview questions

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? Articulate responses from a Hindu perspective to some of the ultimate worldview questions.

Autumn Buddhist answers to the worldview questions

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? Articulate responses from a Buddhist perspective to some of the ultimate worldview questions.

Sikh and Jain answers to the worldview questions

Spring Key Philosophical ideas

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.

Summer Ethics

What are the limits of freedom? What is punishment for? How should we treat the marginalised? Are humans morally responsible for their environment?

Revision and Internal Examinations

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 Explain and critically evaluate different ethical theories and approaches to ethical decision making.

Key Skills

Page Subject

35 Foreword

Head of Department/Lead Teacher

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. To challenge bright pupils to achieve the highest standards 2. To develop a sense of community and shared values 3. 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. Critical Digital Media Literacy 2. Communication, Confidence and Creativity 3. Learning to Learn 4. Relationships and Sex Education (RSE) 5. Careers 6. PSHCEE Resilience Course

Pupils are on a 4-6 week/half termly rotation.

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 1

Activity Pupils examine different media and question concept of bias. Write their own headlines about news and discuss power of vocabulary choices.

Objectives Explore the purpose and effect of media using powerful language and imagery in reporting.

2 3 4 5 6

Pupils examine the use of ‘misdirection’ (spinning the truth) in advertising and other media. Discussion of the concept of ‘fake news’; origins and comparisons of images and differing websites. Fake News plenary exercise using sources of news and practical application of skills learnt. Use of MediaSmart website with sequence of 12 sites designed to be analysed for convincing content. Personal design of a deliberately misdirecting piece of media. PPt or short visual clip.

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. Explore visual, digital content for reliability and test of own reading skills. Exercise in form and purpose to exhibit understanding of basic skills required to manipulate audience.

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

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

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.

1

2

3

4

5 Topic

Metacognition: Learning to Learn To understand personal learning style. To be able to set personal learning targets. To be able to adapt to their strengths and weaknesses.

Memory and Review 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.

Independent Study 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.

Essay writing

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. Reading and Research 1 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)

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.

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:

• 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.

Lesso n

1

Topic Learning outcomes - by the end of the session students should:

Identifying interests Begin to consider how their skills and interests can be used to explore future careers.

2

3

4

5 Activities and competencies

Personality profile test

Unifrog Careers Library treasure hunt

Understanding organisations

6 Pitching an idea Be able to recognise competencies and apply them to different situations.

Have a better understanding of their personality type and how they can use this information when considering future careers.

Be more familiar with the resources available on Unifrog and with how to find information about a variety of aspects of different careers.

Have a broad understanding of different roles within the school and of different business processes.

Have used their understanding of business processes to put together a pitch and present this to their peers.

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 Topic Objectives – by the end of the session pupils should:

1 The ABC model • Be able to explain the ABC model • Have identified a personal activating event

2

Self-talk • Be able to explain the meaning of ‘self-talk’ • Have applied the idea of self-talk to the ABC model

3

Bias and beliefs

4 Empowering beliefs • 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

5 Real time resilience

• Understand “catastrophizing” and “real time resilience” techniques 6 Teach back • Have reinforced their understanding of the key themes of the course