Year 8 Curriculum 2020-21
September 2020
Contents
Deputy Head (Academic)
Mr Sykes
Head of Middle School
Mr Lawrence
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 Phillips
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 son will be studying this year in each subject. This will allow you to further support him in his studies at home. Of course, if you have any concerns or questions, do please contact your son’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 also begin to stream the pupils by ability. This is limited to Mathematics for this year, but will increase as the pupils progress through the School. We stream the pupils 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. Pupils should not feel anxious about the ‘set’ they are placed in and do please reassure them at home. It is worth remembering that all Haberdashers’ pupils are within the top 10% of students nationally, all are exceptionally able and all will be taught to the highest level. No matter what set each pupil is in he will be taught towards gaining the highest grade and will be stretched beyond the exam curriculum. 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 once again asked to narrow down their choices, this time in the Creative subjects. 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 Controversial Art & Design works
Spring
Summer
Architecture
Craft & Culture
Pupils should be able to
Changes in culture and society Perspective Colour pencil Pen work Movement Illusions of space Accuracy Imagination
Textiles Magnification Pattern Non-western art/craft/design Community The Arts & Craft Movement Inspiration
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 A varied and hands on course introducing microbiology, forensics, healthy living and ecology. It builds upon and develops the skills learnt in Year 7. Term
Autumn
Topic
Microbiology
Description
Pupils should be able to
To be able to define the term microorganism and give named examples To understand that bacteria reproduce by binary fission; yeast reproduce by budding and mould reproduce sexually or asexually by spores. To know that many single celled algae have plant like characteristics To understand that viruses are obligate parasites reproducing inside host cells. To know that viruses are not classified as living organisms and do not belong to a classification kingdom (yet!). Develop sterile aseptic technique skills and improve dexterity Be aware of microBiology lab safety rules Understand how to grow bacterial colonies by creating a streak plate Know the names and spelling of all the experimental equipment used. Understand what a risk assessment is and be able to construct one. Be able to define the term disease and the term infectious disease Understand how infectious diseases are spread using named examples Understand how quickly disease can spread including epidemics and pandemics Understand how to prevent the spread of diseases especially personal hygiene. Learn about good personal hygiene and find out experimentally most hygienic handwashing and drying techniques. Improve ability to construct good results tables To develop the ability to enquire and make decisions from a differing opinions and info sources. To understand what antibiotic resistant bacteria are, how they are created and how they can be avoided. To develop reading comprehension skills / literacy. - improve literacy – ability to understand, edit and summarise. To understand the term vaccination and be able to define it Know how Edward Jenner invented the process of vaccination for small pox Be able to define the terms antigen, antibody, pathogen, immunity and vaccine
To recall and use a light microscope in a safe and effective manner To know basic factual information about generalised structures of bacteria, viruses, protozoa (amoeba), Fungi (pin mould and yeast), and single- celled algae. To understand the terms magnification and resolution Understand units of length measurement and improve numeracy. Improve ability to construct an experimental method Understand how infectious diseases are spread using named examples. Understand how quickly disease can spread including epidemics and pandemics Develop microbiology practical skills and improve dexterity To improve reading comprehension skills. To revisit the idea of reliability and fair testing in science To understand how the effectiveness of antibacterial chemicals can be tested using the HALO test. To learn how to create a LAWN of bacteria. To understand what a CONTROL experiment is and why it is needed. Pupils are aware that Joseph Lister invented modern antiseptics for hospital use. (NB this links in with research question in previous homework) To know what an antibiotic is.
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Understand how immunity to disease develops in the human body through vaccination Be aware of the issues and ethics involved in nationwide vaccination programs. Discover that bacteria and other microbes make milk go off Discover that milk that has undergone different treatments will stay fresh for different lengths of time. Raw milk Develop reading comprehension skills.
Spring
Health and balanced diet
Natural selection
Testing food groups – practical Testing food for vitamin C – practical What is balanced diet Deficiency diseases
Peppered Moth Battle of the beaks – practical Evolution Darwin Model birds – practical
Summer Ecology
Woodland habitats Solai Nature Trail Tree trail Introduction to food chains
To understand the term vaccination and be able to define it. Know how Edward Jenner invented the process of vaccination for smallpox. Be able to define the terms antigen, antibody, pathogen, immunity and vaccine. Understand how immunity to disease develops in the human body through vaccination. Be aware of the issues and ethics involved in nationwide vaccination programs. Develop observation skills and ability to follow written instructions. Know that milk preservation is linked to high temperatures killing the bacteria/ microbes within milk. Know the differences between UHT, pasteurised and homogenised milk. To understand what is required for a healthy diet To understand how to chemically analyse food stuffs. The role of minerals and vitamins to prevent deficiency disease. Understand the process of natural selection and learn a series of examples including peppered moth and Dawkins finches. To learn to identify a range of common woodland species. To understand the structure of a woodland ecosystem. To be able to construct food chains.
Suggested further reading: Microbes: Discover an Unseen World (Build it Yourself) by Christine Burillo-Kirch and Tom Casteel I Contain Multitudes: The Microbes Within Us and a Grander View of Life by Ed Yong Life’s Engines: How microbes made earth habitable by Paul G Falkowski
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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
Summer
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
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.
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
Winter wonderland
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 Digital images Animated gifs Implementation Finish project Evaluation document
Spring
Update OneNote
Introduction and importing data Spreadsheets
Spreadsheets Summer Update OneNote
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; 2020 Page | 8
Manual search Databases
Exam Revision Exam week Tables and data entry forms Databases
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
Autumn
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.
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
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.
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together to make functional systems: Components: Resistors, LED, transistors, LDRs, diodes.
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. .
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.
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.
Flowcharts and System Planning Objective Testing and Reporting
Exploring and experiencing what it means to be different.
Are able to investigate a context fully and be empathetic in their approach to some of the problems society will face.
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 Summer
Pupils are given the initial design challenge of producing a salt and pepper shaker that is inclusive in its design.
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.
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. 2020 Page | 11
Inclusive Design Focus: Free design task
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.
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
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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. 2020 Page | 13
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 & Transport Chez moi Autumn
Chez moi
Countries / towns & prepositions/ nationalities Transport & prepositions & opinions 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
Describe their home town and local area and give opinions
More prepositions (+de) Beaucoup de and il n’y a pas de 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. 2020 Page | 15
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. 2020 Page | 17
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
Distinguish between different types of ice and glacier and explain how glacial ice is formed. 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. 2020 Page | 18
Changing places
Geographical Enquiry
Evaluate changes and understand that it has a range of impacts. Apply the 6 stages of enquiry to an investigation into contemporary change in Watford. Develop an understanding of the impacts of change and different perspectives on change in Watford. Develop their own insider or outsider views on change in Watford’s CBD and the surrounding environment.
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 the present tense verbs and cases using the topics given in the grid. Pupils are encouraged to express opinions in short pieces of writing and orally. Term
Topic
Grammar
Singular subject pronouns Hallo & Die Schule (Revision)
Singular verb conjugations Definite & indefinite articles Nominative & accusative All subject pronouns
Familie und Freunde Autumn
Definite and indefinite articles in the nominative and accusative (ich habe and es gibt)
Gern and nicht gern Irregular present tense verbs lesen, sehen, fahren Freizeit
Mein/dein/sein/ihr Present tense wir forms Möchtest du? Ich möchte
Es gibt & accusative Revision of irregular verbs essen, sehen, lesen; also schlafen
Mein Zuhause
Word order: verb is always second idea; TMP Prepositions with the dative – auf, unter, in, neben, zwischen, vor, hinter, an
Spring
War /hatte
Stadt und Land
Plural forms
Pupils should be able to - Introduce themselves and give key personal details - Sound out the alphabet in German - Use the definite and indefinite articles in the nominative and accusative correctly - Give opinions on school subjects - Tell the time - Give vocabulary for snacks and clothing - Give basic information about family and pets - Describe people’s appearance and character - Talk about sports - Use gern to talk about likes and dislikes - Talk about hobbies and favourite things - Use singular possessive adjectives accurately - Use adverbs of time to say how often they do things - Make arrangements to go out, accept and decline invitations - Understand the German use of man and use man kann to talk about what one can do - Talk about the type of area they live in - Describe their house and the rooms in the house - Say what they do in the rooms of the house - Apply key word order rules correctly (verb is second; TMP) - Describe their bedroom using prepositions to say where things are - Say what they do and do not like about their room - Recognise basic sentences about the past - Know some key towns and cities in Germany, Austria and Switzerland - Talk about the weather 2020 Page | 20
The imperative for giving directions The three forms of you: du, Sie, ihr Talking about the future using the present tense
Imperfect tense of sein Key regular and irregular verbs in the perfect tense with haben Die Ferien Summer
Key perfect tense verbs with sein Word order with the perfect tense
Say what there is in a town (using definite and indefinite articles accurately in the accusative) - Talk about types of transport - Recognise plural forms and understand how to find out what the plural of a noun is - Ask for and give directions - Understand the difference between du and Sie and use them appropriately, as well as recognise ihr - Buy food and drink at a snack bar using euros - Talk about plans for the summer using the present tense to talk about the future - Say what they do at different times of the year - Use verbs in the present tense in all forms - Use key verbs in the perfect tense using verbs that go with both haben and sein - Use sein in the imperfect tense - Talk about a past holiday using the perfect tense - Say what they did at the weekend
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
2020 Page | 21
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 2020 Page | 22
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
2020 Page | 23
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 st
1 and 2 present.
nd
person plural
Pompeii
Autumn
Comparative Elections and local government
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
Intransitive verbs with the dative
Recognise some verbs which take the dative case
The eruption of Vesuvius
Understand more about the eruption of Mt Vesuvius
1st and 2nd person (singular and plural) imperfect and perfect
Recognise the remaining past tense person endings
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 Spring
Books and writing
Pupils should be able to
Relative clauses introduced by ‘quos’ and ‘quas’ Roman Alexandria Genitive case Glassmaking in Alexandria Government of Egypt
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 2020 Page | 24
Gender
To understand more about gender of nouns and adjectives
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’
Summer
‘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
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
Suggested further reading: The Eagle of the Ninth by Rosemary Sutcliff Odysseus: The Greatest Hero of Them All by Tony Robinson
2020 Page | 25
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. 2020 Page | 26
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
2020 Page | 27
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
✓
Demonstrate an understanding of mickey-mousing as a composition technique through its use.
Introduction to Film Music
2020 Page | 28
Developing Leitmotifs: John Williams “Star Wars” & Howard Shore “Lord of the Rings” Interim Assessment: Ice Age Composition Listening Assessment Final Assessment: Ice Age Composition
✓
Demonstrate an ability to use leitmotifs in varying contexts
✓
Peer assess effectively.
✓
Respond constructively to feedback.
Historical Context
✓
Understand the history and development of the blues.
12-Bar Blues Chords
✓
Perform and identify the 12-bar blues chord progression.
Walking Bass Line
✓
Incorporate a walking bass into a 12-bar blues progression.
Improvisation
✓
Improvise effectively over a 12 bar blues progression
Listening Assessment & Blues Composition Assessment
✓ ✓
Peer assess effectively. Respond constructively to feedback.
✓
Understand the history and development of jazz.
Brubeck – Take 5 Improvisation task
✓
Improvise with confidence and stylistic awareness.
Miles Davis – All Blues – improvising using modes (mixolydian) Jazz Listening Assessment Jazz Composition Assessment
✓
Improvise using the mixolydian mode.
✓ ✓
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 Blues
Spring
Development of Jazz (from Blues)
Introduction to Jazz
Features of Disco
Summer
Introduction to Disco Music & Song writing
✓
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
2020 Page | 29
Suggested further reading: Grove Online musictheory.net ABRSM Music Theory 1 – 5 History of Blues & Jazz History of Film GCSE Bitesize
2020 Page | 30
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 Body Stats tests Standing Long & Vertical Jumps, Sit-Ups Multi Stage Fitness test
1
Fitmedia Testing
Mile Run 20m Sprint & Illinois Agility Run Catch-up Swim Test & 12 min 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 Indoor Football/Tchoukball
Pupils should be able to Measure their flexibility, BMI & strength Measure their power and muscular endurance Measure their cardio-vascular endurance Measure their cardio-vascular endurance Measure their speed and agility Understand the importance of physical fitness and its effect on health. 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.
Game Design 5
Tennis
Basic ground strokes Outwitting opponents
Understand and perform the skills and tactics for singles and doubles tennis. 2020 Page | 31
Backhand slice Volley Serve development Assessment
6
Athletics
Middle Distance Shot Put 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
2020 Page | 32
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 2020 Page | 33
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
2020 Page | 34
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)
2020 Page | 35
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
Buddhist and Hindu answers to the worldview questions Autumn
Buddhist and Hindu answers to the worldview questions
Spring
Key Philosophical ideas
Ethics
Description
Pupils should be able to
What is the importance of the origins of Hinduism and Buddhism? What do Hindus and Buddhists believe about God, the Soul and the nature of reality? How is Puja significant? What do Hindus believe about Avatars and the significance of Hindu scriptures?
Begin to articulate responses from a Buddhist and Hindu perspective to some of the ultimate worldview questions.
What is a human being? How should I live? Why is there suffering? Buddhist and Hindu responses to the worldview questions.
Articulate responses from a Buddhist and Hindu 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.
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 2020 Page | 36
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.
2020 Page | 37
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.
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.
3 Discussion of the concept of ‘fake news’; origins and comparisons of images and differing websites. Pupils begin to understand the importance of online truth and recognise format of fake news.
4 Fake News plenary exercise using sources of news and practical application of skills learnt. 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.
2020 Page | 38
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 2020 Page | 39
6. Analyse and evaluate more carefully their desired intentions for an audience.
7. Develop an appreciation of the importance of
8.
status when exploring character and relationships. Appreciate that status is not constant: it can change with the context. Develop an appreciation of the importance of non-verbal 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
2020 Page | 40
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
Topic Metacognition: Learning to Learn 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)
2020 Page | 41
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. 2. 3. 4. 5.
Understanding identity; an introduction to understanding different ways of being a person; Equality Act and rights as an individual; anti-discrimination. The importance of protected characteristics with a focus on race and anti-racism awareness. E-safety: sexting and the law on distribution of images; understanding of consent (RSE morning to further explore this as a topic in relationships) FGM (Female Genital Mutilation); rights and law; cultural awareness and recognition of issue in UK and abroad. 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.
2020 Page | 42
Careers Education, Information, Advice & 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: • • • •
1
2
3
4
5
6
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.
Identifying Skills – Learning Thinking and Functional Skills Children, Work and Wages – What was work like in the past? Children, Work and Wages – What kind of work can children do now? Part 1 and 2 Changes in the World of Work – how do people change? Changes in the World of Work – Planning and Preparing Changes in the World of Work – How good are you at dealing with change?
● Recognise the qualities and skills needed for employability and provide evidence for those demonstrated by them in and outside of school. ● Appreciate the importance of co-curricular involvement in self-esteem and selfawareness. ● Understand the concept of earning a wage. ● Understand that not every child is given the opportunity to learn. ● Be aware of child labour issues in developing countries. ● Have an idea of the kind of work young people are able to do in the UK. ● Understand the laws that regulate the work young people are able to do in the UK. ● Appreciate the terms central government and local government. ● Understand the concept of change and the skills and qualities needed to adjust to change. ● Understand what kind of changes affect the working lives of individuals. ● Have explored the attributes of a good ‘team player’. ● Understand how these attributes would help them to manage the changes that they encounter in their working life. ● Be able to identify how well they would respond to change and uncertainty in a business setting. ● Understand the importance of contribution, collaboration, communication and challenge in overcoming hurdles.
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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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