Junior King's Curriculum 2019 - Year 8L

CURRICULUM SUMMARY

YEAR 8L

INTRODUCTION TO THE CURRICULUM

I hope you will find that the information in this Handbook provides you with a helpful view of what your child will be studying this year and our academic expectations for them. I have no doubt that there will be many issues that are not covered here as fully as some might like and if you have any queries, please do not hesitate to contact us about them.

The Form Teacher is probably the best person to speak to over minor matters and acts as a liaison person if there are other members of staff you would like to speak to.

At the heart of our Curriculum is the belief that all pupils are entitled to a broadly balanced education in a stimulating learning environment in order to prepare them for the future. Children will be exposed to a wide variety of learning opportunities during their time at Junior King’s and they will be given individual encouragement to develop their interests and skills to the full. We believe that school days and the educational discoveries they make here should be fun and stimulating. We expect our children to always try their best, to put in good effort, and to take increasing responsibility for their own progress; help, support and encouragement are given in good measure. Above all, the children respond positively to the intellectual, physical, social and spiritual challenges presented to them.

Parents are always most welcome in school and your support at home for the work we do is essential to the progress of every child.

HOME-SCHOOL COMMUNICATION It is crucial to our success that channels of communication between home and school are clear and that parents feel confident in using them.

The cycle of half term assessments, written reports and staff-parent meetings/interviews establishes the framework within which a child’s progress is monitored and discussed. It is important that all parents should feel able to have access to the staff and appointments can be arranged after school through the school office. However, we encourage parents not to linger in the morning, other than to pass on necessary information for the day. Parents are, wherever possible, encouraged to make use of the many other informal opportunities for discussion that exist throughout the School.

PREP Prep is given to encourage pupils to work on their own, to exercise self-discipline in their approach to learning and will provide an opportunity for further development of skills and knowledge.

Work conditions are important. A quiet place in which to work will make a considerable difference – free from the distractions of siblings, pets and television. For some, complete silence is daunting and it may be allowable to have music playing quietly in the background.

Daily reading at home is strongly encouraged and a reading record is issued to all children who should enter the details of each evening’s work. We would be grateful if you would sign this record book. Messages or comments can be added if you so wish.

AEN/LEARNING SUPPORT Junior King’s is committed to meeting the needs of all pupils. General, or ‘Quality First Teaching’, describes inclusive teaching which takes into account the learning needs of all in the classroom.

It is achieved through appropriate differentiation through curriculum planning, learning tasks and teaching strategies.

This approach is the best way to reduce from the start the number of pupils who need extra help with their learning.

However, some pupils have learning needs which need more targeted and specific provision. The AEN Department at Junior King’s, co-ordinated by Mrs Emma McCoubrie (SENCo), has specialist staff, trained and qualified to recognise, assess and implement support plans for these pupils, throughout the age and ability range.

The Department also has strong links with external agencies, such as the KCC Specialist Teaching Service (STS), educational psychologists, speech and language therapists and occupational therapists. Parental involvement is an important part of the process.

If any parent is concerned about their child’s progress, they are encouraged to discuss this with their child’s Form Teacher. Mrs Mc Coubrie is also available to speak to should you have any concerns.

ENGLISH The course prepares pupils for scholarship examinations to their chosen school. Those pupils aiming for King’s will develop the analytical skills introduced in Year 7 with the aim of furthering their appreciation of literature in general. Texts studied may include poetry and prose which has been translated from other languages and writing from the nineteenth century and earlier.

Pupils are expected to read newspapers and take a lively interest in the twenty-first century arts scene. Parallel with analysis of the work of others is the development of pupils’ own creative skills.

Pupils’ individual needs are of paramount importance and this is reflected in the flexibility of the programme.

In general terms, potential English scholars are expected to develop active imaginations and to read widely for information and enjoyment. They should be prepared to discuss experience and ideas openly and energetically.

The following may help to focus expectations in the two key areas: Reading Pupils should be able to: • respond confidently to a demanding range of texts • explore subtext • recognise irony • analyse characterisation • select and summarise key ideas • evaluate authorial intent and achievement • assess the reader’s responses • compare and contrast texts and genre Writing Pupils should be able to: • spell and punctuate to an unusually high standard • display a sophisticated vocabulary • use varied syntax • exploit the sound and rhythm of words • paragraph effectively • use irony • select and sequence ideas appropriately • write succinctly • be original • show awareness of genre • control the reader’s responses • handwrite neatly and legibly • show real flair Some of the preparation for the King’s General Paper will also take place in English lessons. Pupils will be introduced to the concept of Critical Thinking. Discursive essay writing skills will also be taught and a number of past papers will be attempted and analysed.

A PARENTS’ GUIDE TO READING Children should: • read silently for sustained periods • read a wider and more challenging range of books for their own interest, for pleasure and for information • be able to justify their preferences • continue to take part in discussions about their individual reading and about books they have shared • continue to identify key features, themes and characters from the texts they read, increasingly using inference and deduction (reading between the lines) • adopt a regular reading pattern

Teachers will: • incorporate a reading element • encourage discussion of books read • encourage pupils to extend the range of their individual reading • help pupils to evaluate the texts they have read • create opportunities for pupils to read for different purposes and teach appropriate strategies i.e. skimming to gain an overall impression, scanning to locate information and detailed reading to obtain specific information • continue to monitor individuals progress and offer advice on reading choices

Parents can: • demonstrate an enthusiastic, personal response to books and reading • help their child to create regular, quality reading ‘space’ in an increasingly busy schedule • share in their child’s reading through discussion…what did you like best?...what do you think will happen next?... etc • encourage visits to the local library

MATHEMATICS The requirements of scholarship mathematics differ from school to school as does the way in which it is examined. At Junior King’s the scholars sit the KSC scholarship and there are now two examinations. Paper 1 is compulsory and is 45 minutes long and tests ‘advanced basics’.

The second paper is an “optional paper” and is loosely based on the extended 13 + Common Entrance syllabus but with a far greater degree of challenge and problem solving and application of mathematical knowledge.

Topics • types of numbers – (prime, square, cube, triangular, rectangle); prime factorisation to find square root, cube root, highest common factor and lowest common multiple; most able will also be able to find the smallest power of a number as a factor of a large number or factorial number • long multiplication and division • BIDMAS – order of operations • significant figures and decimal places • decimals – four operations • fractions – four operations, cancelling, equivalent fractions, finding fractions or percentages of amounts, finding a number as a percentage of another, percentage increase/decrease. The link between percentage, fraction and decimal is important and they should be able to interchange freely. Percentage questions usually come up in scholarship paper.

• indices and standard form; using fractional and negative indices; use of standard form for showing multiplication and division of decimals • algebra – FOIL and factorising quadratics; multiplying out three brackets, setting problems = 0 and finding two values of x by factorising; simultaneous equations; fractional and complex problems; using simultaneous equations to find intersection of two lines on a graph; using algebra to prove things, equate things, in geometry; rearranging complex formulae • sequences: finding the nth term • ratio and direct proportion • graphs: understand y = mx + c m is gradient (change in x over change in y) c is the y-intercept and where it crosses the y axis – where x = 0 ) parabolas • Pythagoras Theorem in 2 and 3 dimensions • volume and areas • speed and distance • interior and exterior angles in polygons • probability – complex questions • metric and imperial units – converting between the two • transformation geometry, construction, parallel lines • angle theorems – triangle, straight line, parallel lines • Venn diagrams • calendars • statistics – charts, graphs probability etc • bearings and scale drawings • constructions, bisections etc • metric and imperial units

SCIENCE Pupils entered for Scholarship examinations at the King’s School Canterbury have to be familiar with the ISEB 13+ Science Syllabus content, but are required to interpret and apply this knowledge in a far more sophisticated and analytical manner. Other public schools have specific entry requirements which are addressed individually as the need arises.

Most pupils in this form have normally already progressed well into the second (Year 8) section of CE syllabus topics. Late entrants to the group are assessed carefully and any gaps remedied.

Pupils will study the following topics this year: Biology • the human animal – skeleton and movement, nutrition and health, circulation and breathing, respiration, reproduction and development • micro-organisms and people, environmental issues • asexual and sexual reproduction, life cycles • planning investigations and data handling Chemistry • water purification, pollution, rusting,elements and compounds, metals and non-metals, rock types and the rock cycle • limestone and its uses, hardness of water, reactivity series, metals and their purification Physics • forces – all aspects • pressure • static electricity, electrical circuits, series and parallel circuits, current measurement • electrical components, electrolysis, earthing and the domestic supply, joules • magnetism

FRENCH The King’s Scholarship exam typically consists of a 1 hour written paper, including two writing tasks in the present/past and future tenses, and a grammar gap-filling section. Activities undertaken in class particularly during the second term will be based on these types of exercises. Candidates also have to give a 5 minute presentation on a topic of their choice in the target language.

Language is presented within its geographical and cultural context.

Topics areas covered at this level: • • • • • • • • • • •

personal information and daily routine descriptions holidays leisure activities and free time future plans school school trips shopping house and home the region health

SPANISH The King’s Scholarship exam typically consists of a 1 hour written paper, including two writing tasks in the present/past and future tenses, and a grammar gap-filling section. Activities undertaken in class particularly during the second term will be based on these types of exercises. Candidates also have to give a 5 minute presentation on a topic of their choice in the target language.

Language is presented within its geographical and cultural context.

Topics areas covered at this level: • • • • •

holidays free time family relationships describing where you live, your house and bedroom school and future plans

CLASSICS Classics is the study of the languages and culture of the Greeks and Romans. This includes aspects of their literature, everyday life, art and architecture, philosophy, history, mythology and religion. At Junior King’s the emphasis is on the study of the language but we also work with all these aspects of the ancient world. Our aim is to connect the ancient with the modern.

LATIN As the demands of scholarship are heavily orientated towards the language, the acquisition of language skills is a priority but, nevertheless, we do not neglect the broader picture and the textbooks used, reflect this balance.

There is a non-linguistic section in the King’s Scholarship paper so, although the emphasis is on language work, we will also include as much reference as possible to Roman life, mythology and history. Regular testing of grammar, vocabulary and passages for translation and comprehension will take place.

In the Summer Term, and when everybody has taken their scholarship papers, the opportunity will be taken to widen pupils’ knowledge of the Graeco-Roman world. This will include an in-depth study of the Parthenon in Athens and a visit to see the Elgin Marbles at the British Museum.

GREEK We use John Taylor’s Greek to GCSE as the main textbook. During the time available before scholarship we cover as much as is possible. The syllabus for scholarship is to a certain extent open-ended as the exam has to cater for candidates who have been studying Greek for different lengths of time.

N.B. Provision will always be made for children sitting scholarships for schools other than King’s and they will be given plenty of opportunities to become accustomed to the scholarship requirements of their prospective schools.

HUMANITIES HISTORY The ultimate aims of Scholarship history are to inspire, nurture and extend a fascination with, and a curiosity of the history of Britain and the world. Scholarship papers for the King’s School, and others, require a broad knowledge of a range of topics as displayed through extended writing mastery and source analysis skills. So we will be studying a range of case studies from the seventeenth century onwards. However we do encourage pupils to conduct their own study based on their interests and passions to further deepen their intellectual understanding. Alongside our study of the past, we will study how current affairs incorporate aspects of history.

Pupils will study a broad range of topics this year, including, but not limited to: • • • • • • •

Black Death Russian Revolution Space Race Bombing of Hiroshima and Nagasaki Collapse of the Soviet Union Magna Carta Stock Market Crash

GEOGRAPHY This year’s work concentrates intensively upon preparing the pupils for the King’s School Scholarship and other public school scholarship papers. There will be opportunity for debate and independent research.

Topics to be covered: • settlement • environmental issues • manufacturing industry • population • development • ecosystems • tectonic processes • weather and climate • rivers and coasts • energy • data interpretation

RELIGIOUS EDUCATION As with the other Year 8 classes, the course builds on the foundations laid in Year 7. The work is both extended and expanded to encompass the width and breath required by The King’s School Scholarship as well as other Public School Scholarship papers. Great emphasis is placed on discursive type essays, where the pupils demonstrate the ability to consider opposing points of view and reach a reasoned conclusion.

Topics covered: • The nature of argument • An Introduction to philosophy • Jesus’ Life and teaching • Ethics and morality including Just war theory, medical ethics, prejudice and discrimination and asking moral questions about current affairs.

ART It is an aim in Year 8 to deliver Art lessons which provide a balance to the pupils’ academic work. Whilst new skills and materials are introduced, projects which allow for more creativity, imagination and personal response are selected, which aim for an understanding of the contexts and concepts in Art. During the first term, pupils who are seeking to take an Art scholarship will continue to develop their portfolios.

Projects will include • Still Life drawing • Artist in depth study • Mexican Art • Sculpture • Photography

MUSIC There is one hour-long lesson per week of class music during the second half of the year. In addition, individual instrumental lessons are offered from a team of 30 visiting music teachers. Pupils are encouraged to practise at home and may be entered for Associated Board and Trinity College exams which are held each term at the school. Many musicians will be involved in the concerts and workshops that take place during the course of the year, as well as joining ensembles that meet each week such as Senior Strings, Brass Ensemble and Djembe Group. For more experienced musicians there is also the possibility of joining the Milner Court Orchestra. Year 8 are also able to audition for the Chapel Choir.

Curriculum We make full use of the Music School with a special varied programme of musical activities that include improvising, composing, drum circles, music history and song writing.

DRAMA Pupils in the scholarship set will be involved in dramatic activities after the scholarship exams have been taken.

PHYSICAL EDUCATION All pupils are taught by one of three specialist teachers of physical education. The programme is divided into six areas which aim to promote physical development in the following areas.

• health and fitness: to develop overall fitness levels through a variety of running and endurance activities • team building: to promote skills inherent in promoting effective team work and communication • net and wall: to improve hand eye coordination levels through participation in games of tennis and badminton • athletics: to develop and improve technique alongside performance in running (speed, endurance and stamina), jumping (height and distance) and throwing (distance and power), tested and recorded throughout the summer term • swimming: to improve technique and develop performance in the four major swimming strokes • plus invasion games/general games skills: to develop tactical awareness and general skills inherent to the major team games • plus striking and fielding: to develop batting, throwing, catching and fielding skills through the summer term games programme Health related exercise/fitness The six curriculum units combined enhance the health related exercise/fitness programme; particular attention in exercise and fitness classes is given to speed, stamina, endurance and strength. These areas are measured and recorded for each pupil throughout the year.

Autumn

Autumn

Lent

Lent

Summer

Summer

Health and fitness

team building and leadership skills

swimming

badminton

athletics

swimming/ tennis

GAMES PROGRAMME Pupils in Year 8 receive two, one hour training sessions per week, during which they participate in major team games, working on a full range of skills and developing more advanced knowledge and understanding of tactics and rules.

The sports covered are: Girls – Hockey, Netball and Rounders or Tennis Boys – Football, Rugby, Hockey, Cricket Competitive opportunities are gained through house matches, which take place during their weekly games time, whole school, house events, including swimming galas, cross country and sports day, and through a full programme of inter school fixtures and tournaments which take place on Wednesday and Saturday afternoons.

PSHE Our PSHE curriculum aims to promote the spiritual, physical and social development of pupils and to prepare them for some of the opportunities, responsibilities and experiences of later life.

This preparation for life involves self-knowledge; an understanding of the needs and motives of human beings; knowledge about their own health and bodies, and the importance of choice.

PSHE education is a planned programme of learning though which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. The values promoted in our PSHE curriculum are inherently incorporated into the fabric of our school through assemblies, community events, support of charity and in our day-to-day living.

Our PSHE curriculum is based on three ‘core themes’ within which there will be broad overlap and flexibility: Autumn Term Health & Wellbeing

Lent Term Relationships

Summer Term Living in the Wider World

Healthy Lifestyles Keeping safe Growing and changing

Relationships Feelings & emotions Valuing difference

Rights & responsibilities Taking care of the environment Money matters

The PSHE curriculum will be taught in a variety of ways that will involve discussion, reflection, roleplay, collaboration and team-work, multi-media and outside speakers.