Year 8 Programmes of Study 2023/24
Subject
Term 1
Term 2
Term 3
Term 4
Term 5
Term 6
Year End Points
Art
ood F Illustrations -
ood F Illustrations -
ood F Illustrations -
Textiles -
Textiles -
Textiles -
sing iPad Apps U such as Pages App & Painnt App to design & make greetings cards as a resolution from own watercolour & black line illustrations of food. These are to be developed into a 3D element paper/card sculpture. Initial focus - chosen focus area, watercolour skills & developments via line.
id project M focus - creating a composition digitally via iPad Apps in addition to a 3D product via paper & card.
id project M focus - continue exploring textile manipulation techniques. Begin Kente Symbolism research & start to create own designs.
nd of project E focus - Having exploredKente Symbolism - heat press print from transfer ink weaving to create a drawstring bag.
tudents will have built on Year 7. They S will have been encouraged to refine their work and challenge themselves creatively. Pupils will have been given greater independence in their work and ownership over their outcome and as well as having learnt about the research, presenting, refinement and development of work.
reaking B the Mould
ewing S machine End of project introduction. focus - Students to creating a understand series of textile greeting’s manipulation cards with such reference to as the addition Batik/Tie-dye/ of fonts & Felting colours & the /Applique. impact that Students to has on the explore designs. . Kente Symbolism - heat press print from transfer ink weaving. Initial focus - sewing machine & hand-stitching basic skills. Begin exploring textile manipulation techniques such as
atik/Tie-dye/ B Felting /Applique . omputer C Science
odule: M Computer and Cyber Crime
odule: M Website Hack Attack
opics: Email T Scams, Computer Misuse, Protecting Personal Data, Copyright and Health and Safety
opics: HMTL, T Web Analysis and Design, Development, Web Forms.
ey Skills: K Write HTML code to create a simple web Key Skills: page and Legal display it in a safeguards browser. Write regarding CSS to define computer use, the styles used including in a web page. overviews of the Create a simple Computer navigation Misuse Act, Data system using Protection Act HTML. Use a nd GDPR and a design to Copyright Law create a and their template for a implications for web page using computer use. HTML. Create Phishing scams their own and other email multi-page frauds, hacking, website. Insert “data harvesting” text, images
odule: M Python Programming Skills opics: T Strings and Variables, Data Types and Arithmetic, Selection, Iteration, Debugging. ey Skills: K Run simple Python programs in Interactive and Script mode. Write pseudocode to outline the steps in an algorithm prior to coding. Write programs using different types of data (e.g. strings
odule: M Software Development, Python Project opics: T Variables and Constants, Looping Conditions, Developing Solutions to Problems ey Skills: K Understand the use of variables and constants and when to use one over the other. Using count controlled and conditional loops. Be able to develop a solution to a problem through design and development including pseudocode, data flow
odule: M Computational thinking opics: T Computer Models, Creating a Financial Model, What If Scenarios, Conditional Formatting and Validation, Charts and Analysis.
odule:IPad M Video Editing opics: T Introduction to Digital Video, Project Planning, Shooting Scenes, Editing and Final Cut.
ey Skills: K Develop a video to raise awareness of Key Skills: Give cyber-crime examples of and fraudulent how computer activity. Work models are as part of a used in the real team to world. Format a complete an simple appropriate spreadsheet advertisement model. Use or movie. Work simple formulae collaboratively and functions. on editing and ame cells in a giving N spreadsheet feedback on model. Use a the work of simple others. Use of spreadsheet green screen.
nderstand and name the major acts U concerning computer use. Describe briefly some of the dangers of putting personal data on social networking sites Understand ways of protecting online identity and identify some of the signs of fraudulent emails and respond appropriately. Reference Copyright Law when using written text, downloading music etc. List some of the Health and Safety hazards associated with computer use. Describe how to safely dispose of an old computer in order to minimise impact on the environment. Understand sequence, selection and iteration when constructing programs. Manipulate denary numbers into other number systems through conversions. Be familiar with encryption and the need to protect personal data.
identity theft and safe use of social media are discussed together with ways of protecting online identity and privacy. Health and Safety Law and environmental issues such as the safe disposal of old computers are also discussed P1: End of Unit M Assessment
nd links on a their web pages. P1: End of M Topic Assessment
nd integers). a Correctly use different variable types (e.g. integer and floating point), assignment statements, and arithmetic operators. Distinguish between syntax and logic errors and be able to find and correct both types of error. Describe the purpose of pseudocode in designing algorithms. Use comments to document their programs and explain how they work. Write an error-free, well-documen ted program involving sequence,
iagrams, d creating a test plan and selecting appropriate test data.. P1: End of M Topic Assessment
odel to m explore different “what if” scenarios. Create a basic pie chart to display results graphically. Explain what is meant by a financial model P1: End of M Topic Assessment
how S discrimination in selecting accompanying material such as still images, sound effects and background music. Use a range of digital devices. Use video transitions and video effects to improve their movie. Select appropriate material for a specific audience. Combine music and sound effects with moving and still images from different packages and sources into one end product. Add introductory and final pages with appropriate text.
s election and iteration, but with some help given.
P1:End of M Topic Assessment
P1: End of M Topic Assessment Drama
rama skills - D Intro to Naturalism verview O -Develop understanding of Naturalistic Drama and its popularity in the C19th -Characterisatio n -Creating a reality -Given Circumstance/ fact and opinion / finding action in the text -Students to self and peer assess
tage Combat S and Script
verview: O -Use of stage combat, using the body, the importance of safe practice, warm-up/cool down -Skill level of focus, observation and strategy -Techniques in theory to practise -Use of timing and communication on stage. Assessment 1– -Exploration of Using rehearsal use of stage techniques to combat in build a dialogue theatre/film and character.
Macbeth
Silent Film
verview O -E pic scenes and ensemble work -Creating intensity in character and rapport on stage -Exploration of Shakespeare’ s tragedy and use of Shakespeare an language. -Delivery of the text - focus on vocal skills. -Application of script to stage techniques
verview: O -T o explore and understand history of silent film and its mark on modern film and theatre. - Explore mime skills and techniques. -To create a silent film using music and editing skills (iPads). -To work together collaboratively as a group with the addition of non-performanc e roles. -Students to self and peer assess
arce and F Physical Comedy verview: O -Exploration of genres of comedy -Understanding of key techniques such as timing/ repetition / motif phrases / stereotypes -Comedy through the ages -Clocking the audience skills and rapport with performer and audience. -Students to self and peer assess
Frankenstein
End Points:
verview: O -T o explore and understand (read, discuss and perform) the classic text of Frankenstein. -To understand the themes present in the text. - To explore the character in detail using both acting and rehearsal techniques. To work together collaboratively as a group.
) To extend understanding of skills 1 learnt in Year 7; acting technique and skill is progressed in order to show understanding of how to create a performance from the page to stage. Students will have increased repertoire of performance skills. EG. vocal skills used in Radio Drama in Yr 7 is utilised and honed when working on Naturalism term 1 Yr 8. The skills of diction, pause, pace are skills in Radio Drama that are built upon to create Naturalistic characterisation in Term 1 of Year 8. ) Collaborative skills show confidence 2 and logistics of group work skills. How to communicate well with others is evident. ) Performance stimuli and creation of 3 work shows knowledge of range of cultures and influences in theatre.
ractical P performance using key techniques.
rama - D Reason for SoW
ecap of last R year Transferable skills – helpful for confidence, team building, decision making. Character building – voice, movement, interaction. Use of rehearsal techniques lacement of P SOW- To recap and revise knowledge from last year.
- Students to self and peer assess
- Students to self and peer assess
ssessment 2 A – Application of stage combat applied to text and flow of stage combat /script to form assessment.
ssessment A 3 –Performanc e of section of Macbeth text, showing range of characterisati ons and interpretation of the text.
xplore how a E script is written (stage directions etc.) Explore physical communication and non-verbal communication Build on acting and directing techniques To reflect on and evaluate performances.
o T understand, read and perform Shakespeare. To explore character (voice/movem ent /interaction) Rehearsal techniques – develop further.
lacement of P SOW- to gain a better understanding
lacement of P SOW- to build upon study of Shakespeare
ssessment 4 A – Assessment of final edited Silent Film performance (use of ipads)
ssessment 5 A - Choice of comedy performances for assessment to suit student: performance in small groups using range of skills from script writing, to improvisation, to sketches.
- Students to self and peer assess
ain increased G understanding of mime Explore Charlie Chaplin Buster Keyton Non-verbal communication To create silent films (narrative/storyt elling/ script writing)
o explore use T of timing and sequencing. To grow more confident with the performer/audie nce relationship To explore the progression of comedy in recent history. To explore adaptations to comedy in different cultures
o explore a T classic text written in C19th by female writer To gain confidence with a challenging text. To explore themes of loss, isolation, betrayal and societal pressures. To look at adaptations of the story (National Theatre Danny
lacement of P SOW- to build on mime skills and explore historical context and
lacement of P SOW- to build
ssessment 6 A – Practical assessment of ability to maintain character in a performance and sustain audience attention. KS3 Practical Exam
English
The Gothic im: To A introduce students to the gothic genre in preparation for their 19th century novel at GCSE and to develop their analytical skills acquired in Year 7. To help students understand gothic women stereotypes and how they engage with contemporary views.
f non-verbal o communication and precision of movement. Use of stage combat in creative industries today (theatre/film/ad vertising)
text from year 7. Enhancing cultural knowledge of Elizabethan context and Shakespeare’ s influences.
influence of Silent Film in C20th and C21st theatre and film.
pon recent u skills learnt in year 8. A creative and lively scheme in order to keep pupils interested and invested in the subject.
oyle’s B version)
Christmas A Carol
ravel T Writing
Macbeth
rime and C Punishment
ulture and C Identity Poetry
im: To A consolidate prior knowledge of Dickens and his writing and apply the skills used to an entire novel/ to teach a whole GCSE text in preparation for KS4. To develop students’ understanding of cultural and contextual influences on
lacement of P SOW- To complete year with study of a well-known classic text and utilising drama skills learnt throughout KS3.
eading: R Clearly explain effect of linguistic and Aim: To structural features, zooming in to writers’ Aim:To develop on prior Aim: To revisit methods and commenting on how examine the learning by non-fiction texts. Aim: To writer’s choices produce meanings. Be genre and studying an To understand introduce to able to explain inferred meanings clearly techniques of entire play- morals and unseen poetry and confidently, exploring alternative travel writing thus, preparing ethics when in preparation interpretations (including polysemy, to for R+J at KS4. shaping their for Lit Paper 2. symbolism). Clearly compare two writers’ describe/ente To expose own personal To develop an r tain/persuad students to an viewpoints and appreciation of viewpoints, attitudes and the techniques they use to express their ideas. e in prep for early example erspectives p different GCSE Lang. of a femme (human cultures, Be confident in reading and interpreting To fatale. To rights/law/journa experiences, challenging texts, including understand explore different lism/ethics in attitudes and the skills interpretations science). how these- as Shakespeare. Develop appreciation of depth of meaning and the writer’s used for and contextual well as the advertising factors Skills: Writing poet’s gender- intentions. Be able to link meanings and ideas in literary texts to specific and look a surrounding to impact their contextual factors and apply wider range of characters and argue/persuade/ writing. knowledge and enhance cultural capital. contemporary to understand speaking and non-fiction the complexities listening/
kills: Close S textual analysis/ appreciation and effect of context/ aspects of structure and understanding how tension is built- emulating style.
Geography
orality and m social responsibility. (Writing novels/ short stories for newspapers/tel evision).
riters, w inspiring students to travel and explore and add cultural capital.
f the human o psyche.
kills: S language analysis/ embedding context/creative Skills: Essay Skills: writing / writing/ Writing to descriptive evaluating and argue/persua writing/ drama developing de/ skills/ directorial critical discriminating choices. response/ close between and textual understandin analysis/ g different ppreciation a attitudes and and effect of perspectives. context/ aspects of structure (hitting the same AOs needed for KS4).
opulation and P Migration
oastal C Landscapes
auses of C population growth. Patterns of life expectancy. Causes and impacts of migration.
oastal C processes; formation of wave-cut platforms, stacks and spits; Coastal management
Urbanisation H ydrology & Flooding Growth of settlements. Water Cycle. Urban land Causes of use in AC flooding. and LIDC Hydrographs. cities. Impacts of Challenges of flooding. urban areas. Management of Fieldwork floods.
nalysing a journalistic form/ understanding issues of bias/opinion.
kills: To S develop practical skills in annotation and analysis. To remind students of prior learning at KS2 and develop on understanding of poetic techniques.
Writing: rite technically precise responses with W a controlled range of vocabulary, sentence forms, grammatical constructions, and accurate spelling of ambitious vocabulary for a wide range of purposes and audiences. houghtfully explore characterisation, T setting and other narrative features when devising their own creative work, reflecting on feedback and re-drafting to improve. racy: O -Pupils will be confident with identifying and delivering features of a persuasive speech. • listens to questions / feedback, responds thoughtfully and if appropriate contribute further ideas and information.
eography of G Africa
eography of G Africa
nderstand how and why populations U may change over time.
ey locations. K Physical Geography: climate and biomes. Synoptic links between climate, farming and food supply.
Influence of physical geography on tourism, piracy and migration. Addressing
nderstand the causes and effects of U internal and international migration.
nderstand how geomorphological U processes and geology create varied misconceptions coastal landscapes and that these short term changes need to be managed in a . sustainable manner.
nderstand how urban areas have U grown, the resulting characteristics and how urban areas can be improved sustainably. nderstand how changes in the U hydrological cycle and human activity cause flooding. nderstand how the impacts and U responses to flooding vary between countries. nderstand the characteristics and U locations of selected ecosystems / biomes such as coral reefs, hot deserts, tropical grasslands. nderstand how economic activities can U be dependent on physical factors (farming in Africa, tourism in Kenya, piracy in Somalia) and international links (tourism, Chinese investment in Africa). nderstand how the impact of U geographical events may vary between countries with differing levels of development. now the physical and human K characteristics of Africa and some of the factors influencing these characteristics. now the key locations in the Middle K East.
In groups, plan and complete a fieldwork investigation within the school grounds. se OS map evidence to describe U landscape features and explain locations of economic activities. escribe, present and/or analyse D geographical data using more complex techniques. rovide partly developed explanations P for geographical features. pply geographical knowledge in order A to make balanced judgements. History
opics: Dangers T T opics:The of Tudor Industrial England Revolution nquiry E question:How dangerous was Tudor England? ontent: C Religious conflict between Protestants & Catholics, Witchcraft, Gunpowder Plot
nquiry E question: How revolutionary was the Industrial Revolution? ontent: C Social conditions of the Industrial Revolution, Urbanisation, Public Health,
opics: T Growth, morality & resistance towards the British Empire nquiry E question: How were people affected by the British Empire? ontent: C Development of Empire,
opics: T Transatlantic slave trade nquiry E question:How did people resist the slave trade? ontent: C Origins of slavery, experiences of slavery, slave resistance, impact on South West England,
opics: T Thematic study of multicultural Britain
opics:Votes T for women
nquiry E question: Has Britain always had a global identity?
nquiry E question: How did women achieve political suffrage?
ontent: C Roman to medieval migration groups, Irish migration, British empire &
ontent: C Tactics of Suffragists & suffragettes, death of Emily Davison, role of women in
o understand how society changed due T to the challenges it faced, including reasons for this change. valuate the reasons for change (eg E religion), starting to differentiate between short & long term causes & consequences. ble to write PEE paragraphs, with a A wider range of evidence being used & links made between paragraphs. o analyse the content of sources and T draw conclusions about one aspect of provenance.
ssessment: A How dangerous was Tudor England? kills: Sources S & interpretations ultural Capital: C Minorities in the Early Modern Era, Reformation, Religious intolerance, witchcraft & patriarchy, Black Tudors experience
Maths
umber N Prime factors, HCF and LCM
rime & Jack C the Ripper
Impacts on Britain & colonies, British in India, legacy of Empire
ssessment: A Did the Industrial Revolution make life better A ssessment: for ordinary Mid year people? exam kills: Nature S & extent of change ultural Capital C includes: Technology and new inventions, Cultural/ political impact of urbanisation, Impact of industrial past on Britain today, government intervention in crime & public health
lgebraic A Thinking
c ampaign for abolition.
ost WW2 p migration
ssessment: A What caused the abolition of the slave trade?
ssessment: A What impact have migrants had on British history? (TBC)
kills: S Significance & causation
Skills: kills:Thematic C S ausation study of change Cultural Cultural Capital: Capital Push/pull includes: factors of Importance of migration, extending the political/religious political refugees, franchise, minorities in tactics used to British history, cause political Windrush change, generation & women’s role economic in the WW1, migrants post Traditional WW2 gender stereotypes
kills: S Consequence s & impacts ultural Capital C includes: Experiences of Cultural Slavery, Capital Olaudah includes: Equiano, Black Legacy of the abolitionists, British legacy of Empire, slavery today Exploitative across the nature of world and imperialism, locally, Colston How the Statue debate Empire has added to Britain’s culture today, Morality of cultural appropriation. Shape
Proportion
Parallel Lines Introduction to
Investigating Data
W1, short & W long term causes of WW1
o appreciate there are several aspects T of significance to explain the cause of events.
ssessment: A Summer exam
Mensuration
ind the HCF and LCM from the product F of prime
stimation and E errors Recurring decimals Rules of indices Standard form Problem Solving Investigation Non-Calculator assessment (will contain year 7 content)
xpanding E single and double brackets Identities Solving equations with unknowns on both sides Solving inequalities Changing the subject robability P Sample space diagrams Venn Diagrams and Tree Diagrams Calculator assessment
ngles in A Polygons Congruency Rotation Reflection Negative Enlargement Describing Transformatio ns Pythagoras pe
rigonometry T (SOHCAHTOA) Percentage Multipliers Non-Calc reverse percentages Compound Interest
implifying S Ratio Collecting Data Averages from frequency tables Pie Charts Scatter Graphs Cumulative Frequency Nth Term rule Geometric Sequences
rea and A perimeter Circles Volume & Surface Area of Prisms raphical G Algebra Gradients Y=mx+c EOY Exams on- N Calculator & alculator C assessment
umbers n Convert numbers into standard form and vice versa Apply the multiplication, division and power laws of indices Convert between terminating decimals and fractions Change the subject of a formula when two steps are required Manipulate algebraic expressions by expanding the product of two binomials Factorise an expression by taking out common factors Solve linear equations with unknowns on both sides and brackets Use set notation on a Venn Diagram and use simple probability trees Use angle rules to in a multistep problem explaining their method missing angles in a polygon and know exterior angles add to 360 Rotate, reflect, enlarge (with a centre) and translate (using a vector) a shape Understand Pythagoras and use in multistep problems and in context and use SOHCAHTOA on right angled triangles Find a relevant multiplier when solving problems
involving proportion, solve problems involving percentage change, including original value problems Understand the link between compound interest to finance Understand the importance of accurate data collection and interpret a frequency table Draw and use a line of best fit on a scatter graph Draw and use a cumulative frequency diagram Find the volume and surface are of a prism Know the difference between an arithmetic and geometric sequence Recognise and plot a linear graph. Identify its gradient and intercept
FL M French
kills: S Describing your summer holiday (normally, last year, next year, ideal holiday). Describing the weather, seasons and holiday activities. rammar: The G perfect tense of -er, ir & re verbs
kills: S Describing festivals and cultural events. Talking about food, quantities and going out.
kills: S Describing your new year’s resolutions. Talking about healthy living, body parts Grammar: and illnesses. The present Describing tense of sortir & your daily partir plus 1st routine. person perfect forms. Using je
kills: S Describing clothes, fashions, music, cinema & sport. rammar: G Revision of adjective endings, revision of present tense verbs, regular & key irregulars.
kills: Cinema S and key vocabulary for different types of films, poems, books and video games. rammar: G Consolidating use of past, present and future. Present tense of voir
kills: S Transactional language and role plays using key skills from Y8 in real-life contexts. Summer tourism project in which students write an email
y the end of year 8, students will be B able to… …express their opinions and justify them on the topics of holidays, festivals, health, food and drink and film and TV. …conjugate verbs in the past, present and near future tenses, using a variety of time phrases …understand the use of modal verbs and reflexive verbs. …understand and respond to role play prompts accurately.
sing avoir and u être. Use of past descriptions. (Il y avait, il faisait, c’était). ssessment: A Listening assessment & Speaking assessment. Vocab Test x 2
eux, veux + p negative forms. Partitive articles.
rammar: G Use of if faut + infinitive & on devrait + infinitives and negatives. Assessment: Use of dormir. Reading & Use of Translation first-person Assessment. reflexive & Vocab Test x 2 interrogative forms.
sing three U tenses together in at least the ‘je’ form and advanced opinion structures. ssessment: A Reading and Translation Assessment. Vocab Test x 2
nd lire with a past participles. Direct Object Pronouns. ssessment: A Speaking and listening task. Vocab Test x 2
r equesting information. rammar: G Consolidation of key grammar from Y8. ssessment: A End of Year 8 Exam
ssessment: A Mid-year exam. Vocab Test x 2
FL M German
olidays H How do you form the perfect tense? kills: S Describing your summer holiday, transport and holiday activities, holiday destinations, weather, accommodation. rammar: The G perfect tense, use of war and gab,
aily Routine D and clothes What is a separable verb and how are they used? kills: Talking S about daily routine, clothes and fashion, preparing for and going out, describing festivals and cultural events.
estivals F and Health When do you need an adjective ending and what endings are there? kills: Body S parts, illlnesses: ich habe Kopfschmerz en / ich fühle mich), role plays at the hospital,
ood and F Drink What is a modal verb and how are they used?
ilm and TV F What is a verb kicker and how are they used?
ummer S Project What is the format of a role play?
y the end of year 8, students will be B able to… …express their opinions and justify them on the topics of holidays, daily routine, festivals, food and drink and film and TV. Skills: Film and …conjugate verbs in the past, present television Transactional and future tenses, using a variety of time Skills: Talking genres and language and phrases about food, preferences, role plays …understand the use of modal verbs, drink and musical using key skills reflexive verbs and separable verbs preferences, instruments and from Y8 in including associated word order rules. ordering at the music real-life …understand and respond to role play market/restaura preferences. ontexts. c prompts accurately. nt, talking about Summer sport and Grammar: project in healthy lifestyle. Consolidation of which students three tenses write an email Grammar: and requesting Consolidation of information.
time/manner/pla ce word order rules, mit + dative case ssessment: A End of Unit Assessment (Listening and Speaking)
Music
elody. M Harmony & Rhythm (Fanfares) kills: S 1.1 Understanding primary chords 1.2 Developing understanding of staff/Tab notation 1.3 Developing instrumental skill and fluency on keyboard/ukulele /guitar/untuned percussion
rammar: G Separable verbs, reflexive verbs, future tense, consolidation of adjective endings. ssessment: A Mid-Year Exam (Reading, Writing and Translation)
elody. M Harmony & Rhythm (Fanfares) For 3 weeks followed by ariations. V Structure, Melody, Improvisation (Variations) kills: S Continuing to develop and refine skills learnt in Term 1
dvice using a modal verbs. rammar: G tut/tun mir weh, seit + time, modal verbs must/should + infinitives, revise verb second idea.
three tenses together, introduce möchte + infinitive, revise subordinating conjunctions.
ern/lieber/am g liebsten. ssessment: A End of Unit Assessment (Speaking and Listening)
ssessment: A End of Year Assessment (Reading, Writing, Listening and Translation)
ssessment: A End of Unit Assessment (Listening and Writing)
ssessment: A End of Unit Assessment (Reading and Translation) ariations. V Structure, Melody, Improvisation
( Variations) For 3 weeks, followed by Tonality,
onality, T Improvisation, Chords (Blues and Jazz) or 3 weeks, F followed by Texture,
Improvisation, Timbre,
hords C (Blues and Jazz)
kills: S Continuing to develop and refine
rticulation, A Dynamics, Polyrhythms (Indian Classical Music/African Drumming) Skills:
exture, T Timbre, Articulation, Dynamics, Polyrhythms (Indian Classical Music/African Drumming) or 3 weeks, F followed by reparation P and revision for the Y8 End of Year Exam
1.1 Skills review 1.2 1.3 Following the results of Term 5 assessment/ 1.4 End of Year exam: 1.5 1.6 Skills: Specific skills based Performa nce
NDPOINTS: E Ability to perform a fanfare on the keyboard with good fluency and technique Ability to compose a fanfare using Musescore 3 and a range of techniques Ability to recognise the key features of a fanfare through listening and also understand cultural importance. Ability to develop instrumental and singing performance skills (both solo and ensemble) Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression Ability to compose a piece using Variations on Musescore 3 Ability to perform a Theme and Variations on the keyboard
.5 How to play 1 in an ensemble 1.6 Recognising different rhythms/dotted notes/triplets 1.7 Developing Listening and appraising skills and technical ability to identify the musical elements (understanding what makes a good melody, how rhythm and harmony are used in a piece of music) 1.8 Developing singing skills with a sense of ensemble and performance (phrasing/pitchin g/dynamics) 1.9 Developing compositional skills using chords, melodic development, staff notation and music technology ractical (5 P weeks)
kills learnt s in Term 2 kills: S 1.1 Learn how to compose variations in a piece of music using contrasts of texture, rhythm, tonality and tempo and compositional techniques 1.2 Developing instrumental skills and fluency on ukulele/guitar/ untuned percussion and keyboards by performing themes/ variations 1.3 Learn how to improvise variations within a djembe ensemble 1.4 Developing singing skills with a sense of ensemble and performance (phrasing/pitchi ng/dynamics)
kills: S 1.1 Understandin g of the 12 bar blues structure 1.2 Learning how to improvise using the Blues scale 1.3
ontinuing to C develop and refine skills learnt in Term 2 kills: S 1.1 Developing performance
nsemble e skills and fluency, through Indian and Understanding African the contextual performanc features of e tasks the 1 .2 Developing Blues/Jazz an 1.4 understandi Understanding chromaticism ng of how 1.5 texture is Developing varied and performance used within fluency on these two keyboards, musical ukuleles and genres guitars 1 .3 Developing 1.6 Learning an how to understandi composing a ng of how piece in a polyrhythms Blues style are used to using music technology create (Garageband)
kills: S Continuing to develop and refine skills learnt in Term 4 nd of Term 5 E assessment: Revision/ Theory and erformance P tests ND OF YEAR E Y8 EXAM
1.7 Composit ion 1.8 Listening 1.9 Theory tasks 1.10 To ensure all skills are embedded
nd a refined. nd of term 6 E assessment kills based S tests (as above)
bility to perform an instrumental part in A a Ground Bass and understand how to develop a melody. Ability to understand how the concept of variations work within a piece of music from the Classical period Ability to improve and refine performance skills on keyboard, ukulele and singing (solo/ensemble) Deep understanding of how structure, improvisation and chords are used within music Ability to understand the role of music and the culture history of slavery/development of blues and jazz. Ability to perform a blues inspired piece of music using appropriate chord patterns and musical devices with fluency Ability to improvise using the blues scale in an ensemble performance Ability to improve and refine performance skills on keyboard, ukulele and singing (solo/ensemble) Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression Deep understanding of how texture, articulation, dynamics and polyrhythms are used within music Understanding of the role of Music in India and Africa, the cultural aspects, key features and instruments Ability to perform a raga and a tala and use improvisation to compose a piece inspired by the main features of Indian Music
.1 Rhythmic 1 awareness and revisiting. 1.2 Instrumental skill: keyboard/uk ulele/untune d percussion 1.3 Performing fanfares on the keyboard
.5 Developing 1 listening skills and the technical ability to recognise the key features/purpos e of the music 1.6 Revising “Just play” ensemble performance pieces to refine and improve.
.7 Learning 1 to perform a piece of Ragtime using the keyboard
r epetition and contrast in music 1.4 Using dynamics and articulation Topics: to show 1.1 Performin contrast. g the 1 .5 Utilising chords of improvisatio the 12 n to bar blues 1.4 Compose develop a (including chord T opics: musical sequences on s evenths) 1 .1 “Twinkle idea the , walking 1 .6 Developing ukulele/keyboard Twinkle little bass and Star” instrumenta r guitar o syncopated performance/ 1.5 Just play l skills on patterns composition lessons/In the keyboard 1.2 Listening task hall of the and to a using mountain king djembes range of keyboards and practical 1.7 Learning blues Music ensemble and inspired t echnology performance. understandi 1 .2 “Faded” p ieces 1.6 Singing a ng the K eyboard a nd range of songs p erformance/ purpose u ndersta (from MMC Y8) v ariations task and context nding the 1.7 Reading staff 1 .3 Rhythmic of Indian stylistic notation/ukulele/ “ theme and Classical guitar TAB features variations” and African and improvisation ORCHESTRAL drumming context. ensembles task INSTRUMENT 1.8 Composing .2 1 SMALL GROUP using using Indian Djembes Performing TASTER ragas and
bility to perform, improvise and A compose an African inspired percussion piece Ability to use Music technology (Musescore 3) to compose an Indian piece of music Ability to listen to an Indian piece of music and understand the key features using a more detailed technical vocabulary loo Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression
ESSIONS (20 S MINS PER PRACTICAL LESSON) WHEN AVAILABLE opics: T 1.1 Fanfare composition and performance (keyboards) 1.2 Just Play – use of chords and melody, timing and pulse/instrument al performance skill 1.3 Chair drumming/classr oom rhythms with untuned percussion 1.4 Aural dictation and MADTSHIRT listening.
.3 Aural 1 perception tasks (melody dictation with wider intervals and more challenging rhythms) 1.4 – Listening tasks (including analysis of Mozart’s variations) and Y8 MMC listening list using MADSHIRT reakdown of B 10-week term Practical (5 weeks)
.1 “Twinkle 1 Twinkle little star” performance and variations Composition & on Aural (5 weeks) keyboard 1.1 Composing a 1.2 Djembe fanfare for ensembles ceremony. AABA including structure, improvisation repetition, Call (creating and response, variations to imitation
“ In the mood” African in pairs on rhythms the keyboard 1.3 Topics Performing Performing “The and Entertainer” and learning improvising about the using the context of Vibhas (and “Ragtime” related) 1.4 Aural ragas using perception keyboards/ tasks using untuned the blues percussion scale/melodic Performing and rhythmic and dictation improvising using using the syncopation African “call 1.5 Composing a and blues inspired response” piece using a rhythm grid DAW and the (Garageband) “African 1.6 Revising Hatsiatsia" “Just play” Listening to ensemble a range of performance Indian pieces to Classical refine and music and improve. African drumming pieces, understandi
1.2 Developing skills of Technology (using Musescore/ Garageband ) 1.3 Composing a melody using root notes from primary chords and staff notation 1.4 Developing aural skills by writing down melodies using staff notation/usin g FOS lessons
stinato o patterns/perfor mance pieces) 1.3 “Faded” theme performance and improvising variations on the keyboard. 1.4 Revisiting and refining Just play lessons/In the hall of the mountain king/Game of Thrones (refine ensembles) 1.5 Understanding the concept of “Ground bass”. Performing Pachebel’s Listening/appra Canon ising 1.5 Singing a 1.5 Do it range of songs now/Listenin (from MMC Y8) g starters: using MMC ORCHESTRAL Y8 list INSTRUMENT (developing SMALL technical GROUP TASTER ability to
reakdown B of 10-week term ractical (5 P weeks) 1.3 Performin g a 12 bar blues chord pattern, seventh chords and walking bass on keyboard s (plus ukuleles/ guitar/dru ms if time) 1.4 Learning the blues scale in C major and then learning how to improvise over the chord pattern 1.5 Performin g the 12
g the n structure, musical elements and purpose Composing a piece using music technology and keyboards using raga/tala/Af rican polyrhythms /rhythm grids .6 Revising 1 “Just play” ensemble performance pieces to refine and improve.
reakdown of B 10-week term ractical (5 P weeks) 1.1 Performing “Vibhas”
r ecognise the musical elements/de veloping understandi ng/purpose) 1.6 Focus on sound theory lessons (using MMC guidance for Y8)
ESSIONS (20 S MINS PER PRACTICAL LESSON) WHEN AVAILABLE Composition & Aural (5 weeks) 1.1 Composing a set of Variations on “Twinkle Twinkle little Talk 4 star” using a learning/Oracy: range of questioning/peer compositional ssessing/ a techniques 1.2 Focus on discussion sound – Focus on sound Metacognition: theory lessons planning/ (using MMC guidance organising for Y8) performances 1.3 Composition of Collaboration: a Ground bass Teamwork and variations 1.3 Aural Feedback: dictation verbal/whole (melodic class/peer dictation assessment/ 1.4 Using Music skills trackers technology
ar blues b as a whole class 1.2 Revisiting and refining Just play lessons/I n the hall of the mountain king/
r aga on keyboards in four sections, using the Alap/Jhor/J halla/Gat structure and adding a Tala on untuned percussion (groups of 2) 1.3 Game of 1.2 Performing Thrones “African call (refine and ensemble response s ) rhythms” and “African 1.4 Singing a Hatsiatsia" r ange of in groups of songs (from 4, showing MMC Y8) excellent fluency, ensemble, expression, Composition timing and & Aural (5 use of weeks) dynamics. 1.6 Composi 1 .3 Revisiting ng a and refining blues “Just play” inspired ensemble piece for performanc piano,
iteracy: L musical keywords
( Musescore and Garageband) to compose a set Music of variations technology skills Listening/appra ising 1.5 Do it now/Listening END OF TERM starters: 1 using MMC Y8 ASSESSMENT: list (developing 1.Performance technical ability progress on to recognise keyboard/ukelele the s : fanfares and musical Just Play elements/devel (student oping assessed) understanding/ 2.Fanfare purpose) composition 1.6 Listening to (teacher examples of assessed) variations/grou 3.Listening tasks nd bass and based on understanding fanfares (student the key peer assessed) compositional 4.FOS lessons features 1.7 Focus on sound theory End of term 1 lessons assessment: (using MMC Performance: guidance for African Y8) drumming – perform own part within group task
lectric e guitar, bass guitar and drum kit using Garageb and. The compositi on will feature a range of Blues compositi onal features 1.7 Aural tasks featuring the blues scale (melody dictation/ blues scale/syn copated rhythms) istening/ap L praising 1.8 Listening to a range of blues/jaz
pieces to e refine and improve. (add another new piece if time) .4 Singing a 1 range of songs (from MMC Y8)
omposition C and Aural (5 weeks) 1.1 Composing a piece of Indian Classical inspired music using a raga/tala (keyboards/ untuned percussion/ music technology) 1.2 Composing a piece of African Drumming using a rhythm grid (Djembes)
ased upon b rhythmic grid (teacher assessed) (Week 10)
alk 4 T learning/Oracy: questioning/pe er assessing/ discussion
c lass ensemble Respond to a Graphic score Developed singing skills - reading from notation. Recognising Melody and harmony parts through deliberate listening Aural dictation exercise completed with confidence
etacognition M :planning/ rganising o performances ollaboration: C Teamwork eedback: F verbal/whole class/peer assessment/ skills trackers iteracy: L musical keywords usic M technology skills
omposition C variation in Major and Minor keys (Twinkle Twinkle) (week 10)
ECEMBER: D WRITTEN
z inspired 1.3 Aural tasks pieces based upon and rhythms developing and Indian the ragas technical ability to Listening/appr recognise aising the key 1.4 Listening features starters: using 1.9 Listening MMC Y8 list starters: (developing using technical ability MMC Y8 to recognise the musical list (developi elements/devel oping ng technical understanding/p ability to urpose) Focus on recognise sound the theory musical lessons elements/ (using MMC developin guidance g for Y8) understa nding/pur pose) 1.10 Focu s on sound theory lessons (using MMC
roup G performance of ‘Game of Thrones (week 10)
ID YEAR M TEST ~(THEORY/
ccurate A recognition of instruments and instrumental groups Confident understanding of the types of instrumental ensembles Well informed understanding of various textural types in compositions A successful composition using a defined texture Performance of a folk music piece
racy: O END OF TERM questioning/ 2 ASSESSMENT peer assessing/ : 1.Performance discussion progress on keyboards/ukul Metacognition eles: Just Play :planning/ and Variations organising performance performances pieces (students Collaboration: assessed) Teamwork 2.Variations Feedback: composition (teacher verbal/whole assessed class/peer 3.Listening assessment/ tasks based on skills trackers variations (student peer Literacy: assessed) musical FOS lessons keywords
nd of term 4 E assessment erformance of P a folk music piece as a class ensemble (eg Wellerman song) (Week 8)
LISTENING)
uidance g for Y8) alk 4 T learning/
usic M technology skills
opics: T 1.1 “Twinkle Twinkle little star”performanc e/composition task using keyboards and Music technology 1.2 “Faded” Keyboard performance/va riations task 1.3 Rhythmic “theme and variations” improvisation ensembles task using Djembes 1.3 Aural perception tasks (melody dictation with wider intervals and more challenging rhythms) 1.4 – Listening tasks (including analysis of Mozart’s variations) and Y8 MMC
istening L exercises - Fanfares: Fanfare of the Common Man and Olympic fanfare (week 5) oung Persons Y Guide to the Orchestra - listening test (week 8) omposing - C Polyphonic or Homophonic composition on Musescore (Week 8) HE CRYPT T SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 otation test N (Focus on sound/theory worksheets from Musical contexts) (Week 5) Composing: Rhythmic
( teacher assessed)ton ality and tempo and compositional techniques 1.2 Developing instrumental skills and fluency on ukulele/guitar/ untuned percussion and keyboards by performing themes/variati ons 1.3 Learn how to improvise variations within a djembe ensemble 1.4 Developing singing skills with a sense of ensemble and performance (phrasing/pitc hing/dynamic s) 1.5 Developing
listening list using MADSHIRT RCHESTRAL O INSTRUMENT SMALL GROUP TASTER SESSIONS (20 MINS PER PRACTICAL LESSON) WHEN AVAILABLE omposition & C Aural (5 weeks) 1.1 Composing a set of Variations on “Twinkle Twinkle little star” using a range of compositional techniques 1.2 Focus on sound – Focus on sound theory lessons (using MMC guidance for Y8) 1.3 Composition of a Ground bass and variations
c omposition using Musescore 3 or Garageband using a rhythm grid (devised in performance class) to compose for Samba kit. (Peer assessed) Week 10 Listening: deliberate listening test focusing on rhythm and pulse primarily (Week 5)
listening skills and the technical ability to recognise the key features/purp ose of the music 1.6 Revising “Just play” ensemble performance pieces to refine and improve.
.3 Aural 1 dictation (melodic dictation 1.4 Using Music technology (Musescore and Garageband) to compose a set of variations
istening/appr L aising 1.5 Do it now/Listeni ng starters: using MMC Topics: Y8 list 1.1 “Twinkle (developing Twinkle little technical star”performa ability to ce/compositi n recognise on task using the musical keyboards elements/de and Music veloping technology understandi 1.2 “Faded” Keyboard ng/purpose) performance/ 1.6 Listening to variations examples of task variations/gr 1.3 Rhythmic ound bass “theme and and variations” understandi improvisation ng the key ensembles composition task using al features Djembes
.3 Aural 1 perception tasks (melody dictation with wider intervals and more challenging rhythms) 1.4 – Listening tasks (including analysis of Mozart’s variations) and Y8 MMC listening list using MADSHIRT RCHESTR O AL INSTRUMEN T SMALL GROUP TASTER SESSIONS (20 MINS PER PRACTICAL LESSON) WHEN AVAILABLE
1.7 Focus on sound theory lessons (using MMC guidance for Y8) ND OF TERM E 4 ASSESSMENT: 1.Performance progress on keyboard/ ukeleles: 2.Just Play progress so far (teacher assessed) 3.Listening tasks based on fanfares (student peer assessed) 4.FOS lessons
omposition C & Aural (5 weeks) 1.1 Composing a set of Variations on “Twinkle Twinkle little star” using a range of compositional techniques 1.2 Focus on sound – Focus on sound theory lessons (using MMC guidance for Y8) 1.3 Composition of a Ground bass and variations 1.3 Aural dictation (melodic dictation 1.4 Using Music technology (Musescore and Garageband) to compose a
s et of variations istening/ L appraising 1.5 Do it now/ 1.6 Listening starters: using MMC Y8 list (developi ng technical ability to recognise the musical elements/ developin g understa nding/pur pose) 1.7 Listening to examples of variations /ground bass and understa nding the key
c ompositi onal features 1.8 Focus on sound theory lessons (using MMC guidance for Y8)
ID YEAR M LISTENING EXAM (teacher assessed) ND OF E TERM 4 ASSESSME NT: 1.Performanc e progress on keyboard/ukel eles: reakdown B of 10-week term ractical (5 P weeks)
.1 “Twinkle 1 Twinkle little star” performance and variations on keyboard 1.2 Djembe ensembles including improvisation (creating variations to ostinato patterns/perfo rmance pieces) 1.3 “Faded” theme performance and improvising variations on the keyboard. 1.4 Revisiting and refining Just play lessons/In the hall of the mountain king/Game of Thrones (refine ensembles) 1.5 Understanding
the concept of “Ground bass”.
erforming P Pachebel’s Canon 1.5 Singing a range of songs (from MMC Y8) ND OF E TERM 3 ASSESSME NT: 1.Performanc e progress on keyboard/ ukeleles: fanfares and Just PLay (student assessed) 2.Blues composition (teacher assessed) 3.Listening tasks based on fanfares (student peer assessed) 4.FOS lessons PD 3 lessons per fortnight
ocial media – S FOMO, cyber bullying, online safety.
exualisation, S stereo types, influences,porn ography, sexual bullying,
areers- C UniFrog, career choices,
PR, Knife C crime, Role models, Values, Democracy
areers- C UniFrog. Youth Employment - career plans & goals.
ealth check - H personal hygiene, dental hygiene, sun
tudents will have an understanding of S the differences between the online world and the physical world and the risks of the on-line world. The characteristics of positive and healthy relationships (in all
actors that F affect well-being & mental health & how to self-soothe. Mind/body connection: BARRIERS to good health - the effects of sugar; the importance of sleep; the benefits of physical exercise.
rooming, g impact of negative experiences, exploitation. Healthy relationship – respect & equality, contraception & STIs.
c areer hunt, career library. Drugs - County Lines
uman H rights,Equality and Diversity, Children’s rights, Extremism.
afety, s prevention of infection, self-examinatio n. peer & other influences linked to gambling.
ontexts, including online) including c boundaries, abuse, and consent. This includes different (non-sexual) types of relationship with practical steps they can take in a range of different contexts to improve or support respectful relationships personally, locally and nationally and a reminder they can expect to be treated with respect by others, and that in turn they should show due respect to others, authority and show due tolerance of other people’s beliefs to demonstrate the legal rights and responsibilities regarding equality. They will consider the lives of people living in other places, and people with different values and customs to develop understanding of how the United Kingdom is governed and the rights and responsibilities of its citizens. They will have explored how the political system of the United Kingdom has developed as a democracy, including the role of the monarchy, the development of our constitution and Parliament. They will have had the opportunity to again consider some of the growing career areas and consider the skills that will be needed. They will have knowledge of the law relating to the illegal substances and an awareness of the dangers of drug gangs who exploit the young and vulnerable. Students deepen their understanding of the physical and mental effects of a healthy lifestyle, eating habits, sleep pattern. The understanding of what happiness is and its effects on one’s moods and
r elationships. Students can review the impact of meditation to effectively alleviate anxiety. Students will have considered a life beyond their own to reflect on social values and the wider community. SY8 R (AQA Short Course GCSE) Content
kills/Ass S essment Focus
hristianity - C nature of God Attributes of God, the problem of evil, the Trinity, Creation, the afterlife.
1,2,4,5 mark qs
Science
opics: T 11. Pressure and Biology Moments Chemistry 12. Gas hysics P Exchange and Health Key Skills: Learning equations, calculating, describing, practical skills MP1: Pressure
hristianity - C Jesus Christ and Salvation
pplication / A debates!
EEL P paragraphs
Islam - Authority P eace and Conflict - Prophets, holy Religion, the 5 roots / 6 books and the Violence, articles, Imamate. Terrorism and Tawhid, the War role of angels, The legitimacy predestinatio of violence in n and human the name of responsibility, justice: just war, the afterlife. holy war, extremism and terrorism. evaluation 1,2,4,5 marks Knowledge
opics: T 13. Chemical reactions 14. Electricity and Magnetism Key Skills: Calculating, analysing, drawing circuit diagrams, explaining, applying knowledge, observations,
opics: T 15. Inheritance 16. Matter Key Skills: Understandin g the role of scientists in developing theories, using theories to make predictions,
opics: T 21. Cross curricular project – Plastics,22. Ecology Key Skills: Literacy, design, creativity, presenting, evaluating, ethics, sampling,
he life of T Jesus, salvation and atonement.
Islam - Key Beliefs
opics: T 17. Metals and Acids 18. Space Key Skills: Calculating, explaining, application of knowledge, practical skills, evaluating data, research techniques, sourcing
opics: T 19. Photosynthesis 20. Our Atmosphere and Us Key Skills: Applying knowledge, explaining, describing, modelling, practical skills, chromatograph
tudents will be confident explaining the S key beliefs of the two religions studied at GCSE, and have begun applying these to all question types.
evaluation - Understand that science is about working objectively, modifying explanations to take ccount of new evidence and ideas and a subjecting results to peer review. - Evaluate our use of plastics and their impact on the environment. Understand the role of cientists in developing alternatives and s advising governments.
nd Moments a Test MP2: Gas Exchange and Health Test
eveloping d theories, explaining, developing &; balancing equations MP3: Mid-Year Exam
c ollecting and analysing data, practical skills, developing &; balancing equations P4: M Inheritance Test MP5: Matter Test
information, discussing, debating, concluding, ethics, evaluating human impact on environment P6: Metals M Test P7: Space M Test
y, microscopy P8: M Photosynthesis Test MP9: Our Atmosphere and Us Test
valuating the e human impact on the environment P10: End-of- M year exam
- Apply knowledge to a range of different contexts
Rearrange and use a range of ● equations to make calculations Use the particle model to explain ● energy transfer through solids, liquids and gases and hat happens when substances change w state Build simple circuits and measure the ● current and potential difference. Explain, in simple terms, the meaning of current and pd Understand how magnets interact, ● what we mean by a non-contact force and the pplications of magnets and a electromagnets Explain how the Earth fits into the ● universe and the origin of day and night, the seasons and eclipses. Begin to understand that a chemical ● reaction is balanced and hence mass is conserved. Begin to write and balance simple ● chemical equations.
Understand that the earth’s ● atmosphere has evolved over time. Understand that the products of the ● reactions which are occurring now are changing the balance of gases in the atmosphere. Understand some of the impacts of the ● changing levels of different gases in our atmosphere.
Understand the function of the gas ● exchange system in humans, including the importance f exercise and impact of some drugs o such as caffeine and alcohol. Understand the role of DNA in ● inheritance, and the impact of the environment on ariation and adaptations within a v species. Understand the process of ● photosynthesis and the impact of the environment on it. Understand relationships between ● organisms and their interactions with the environment.
DT Rotation Project
Assessments
End Points
Test tube holders
ssessment taken throughout rotation based on A communication techniques, investigation, development and manufacture as per the school policy.
The students will be able to: ● Demonstrate safe working practices ● Understand the need for tolerances in work ● Develop design ideas with an iterative approach ● Classify different timbers ● Describe different jointing techniques ● Mark out and cut basic wood joints ● Describe a range of wood surface finishes ● Explain different polymers
ood Technology -1 lesson per week F Objectves
Practical Dishes
End Points
In approx. 12 hours students will focus on: Pre-prep system & washing up; use of kettle,
ruit Fusion F Layered pasta salad
tudents will have deepened their knowledge of: S The importance of the gathering and of the
or the project the students will explore both F timbers and polymers to design and make a test tube holder. They will demonstrate safe working practice while using equipment in the workshop to A ssessments taken during assessment windows create the wooden test tube holder with a quality as per the school schedule. finish. Development of design with be explored with the acrylic test tube holder taking an iterative approach while evaluating ideas using the laser cutter.
eelers & understand the correct & safe use of p sharp knives (claw grip/bridge hold). Safe & accurate use/management of gas hob – use of control dials; Safe & skilled use of a frying pan to include the principles of stir-frying & wok cookery. The focus is on the green section of the Eatwell Guide - micronutrients and fruit &; vegetables, including starch & protein foods to make a “balanced” meal. The role & value of CHO & soluble NSP (dietary fibre) in the diet; The importance of vitamins and minerals in the diet; Benefits & use of cruciferous veg; Using a wide range of vegetables to include a wide range of “in season” fruits and salad vegetables – local, UK and exotic & unfamiliar and how to prepare these vegetables. An attractive presentation of food; Uniform consistency for quality control & end user satisfaction. Creativity and aesthetic when designing, making and presenting food items.
ajitas or F Stir Fry Vegetable soup Tomato Pasta Bake or Marco’s Mother’s Pasta Dutch Apple Cake – all-in-one v creaming methods
reliminary preparation of p the ingredients and equipment to be used in cooking and of the clearing up at the end of practical food work. This includes food hygiene and label analysis. An understanding of how to operate equipment safely to include a gas (and induction) hob, and how to keep themselves and others safe when working in a kitchen. This includes the anatomy of a cook’s knife and practising the claw grip and bridge hold, along with understanding the different colour-coded chopping boards in food preparation. Students will have deepened their knowledge of understanding the Eatwell Guide with a focus on micronutrients and fruit &; vegetables. In addition, an understanding of vegetable classifications and of culinary terms associated with the preparation &; cooking of fruit and vegetables. Students will have worked through different practical tasks and theory tasks. Together this is designed to have deepened and grown their experience of practical skills, knowledge, understanding and engagement.