|Autumn||During this term students will improve their understanding of tone, scale and textures in multiple media to create self-portraits. Students will develop their artist research skills and collaborate in small groups to create a display poster about various artist whose work is based on the theme of portraits.|
|Spring||During this term students will continue to improve their understanding of tone, scale and textures in multiple media to create observational studies of different ethnic masks. Students will then continue to develop their artist research skills while collaborating in small groups to create a display poster researching various ethnic Art from different countries around the world.|
|Summer||During this term students will create a final piece inspired by still life objects and the work of Michael Criag Martin. Students will create still life observational studies experimenting with his Pop Art style in multiple media.|
|Food Studies||In Yr8, students will continue to learn how to produce high quality healthy recipes, using their knowledge of the Eatwell Guide. They will investigate food choices and the factors that influence these choices, including food allergies and intolerances.|
|Design Technology||• Students find out about mechanisms and they are given the chance to construct their own novelty money box (complete with moving parts). This provides students with an opportunity to build upon the manufacturing skills that they were taught in Year 7.
• Students get to work with a wider variety of tools and equipment and they are introduced to new processes such as Computer Aided Design and Computer Aided Manufacture (CAD/CAM) via the use of Sketchup and 3D printing.
• NEW for 2018-19: We are currently developing our Key Stage 3 curriculum to include more STEM based learning opportunities for our Year 8 students.
|Autumn Term||Performance skills||Students begin to explore a wide range of theatrical skills and performance techniques.|
|Spring Term||Building blocks for devising||Students are introduced to devising skills, looking at how to structure a devised performance and incorporate a range of theatrical skills.|
|Summer Term||Performing to an audience||Students create their own piece of theatre based on stimulus, using the performance techniques they have developed this year.|
|Reflective question/concept||Text/skills focus|
|Autumn Term||What is our social responsibility to those living in poverty?||Novel: Stone Cold by Robert Swindells|
|What needs to change in either our community, country, or world?||Crafting Persuasive Speeches Novel:|
|Spring Term||Does an individual influence culture or does culture influence an individual?||Identity and Diversity Poetry and Short Stories|
|Do we live in an equal society? Or is equity more important to survival||Animal Farm by George Orwell|
|Summer Term||Studying Shakespeare teaches us some of the most complex themes imaginable: murder, love, ambition, betrayal, revenge, and hatred.||A Carousel of Shakespeare’s Classic Plays|
|Why does the fantasy genre both entice and capture readers?||Fantasy Fiction Narrative writing|
Students study History, Geography and RS for three hours a week in Year 8. Students study all three subjects in a rotation, changing every 9 lessons (approximately 3 weeks).
|Students study History Geography and RE, three hours a week in Year 9. Students study all three subjects in a rotation, changing every 9 lessons (approximately 3 weeks).|
|3||What is an Economy?|
Students work in excel and develop their skills and understanding of the software by creating a quiz. Students learn skills including Conditional formatting, cell protection and formulae such as CountIF and IF.
Students use the turtle library to code shapes in Python. They develop their coding to learn how to use loops and functions within the code. They then create different shapes and patterns.
|Spring Term||Heroes of Computing:
Students are given an opportunity to learn about some of the key figures in computing. We look at the contributions of figures such as Charles Babbage, Sir Tim Burners-Lee and Alan Turing.
Students are given the opportunity to further develop their scratch and coding skills through the creating of games. We will look at creating a Maze game, Snake and some will also move onto creating a Missile Command game. This unit will enable students to develop their understanding and logical thinking.
This unit gives students the opportunity to gain an understanding of networks and how they work.
Creating a Video
In this unit of work the students are given a scenario whereby the put together an advert. They are then asked to create a storyboard before creating a video.
|iDea - The Inspiring Digital Enterprise Award;
This is an international programme that helps students develop digital, enterprise and employability skills.
As an extension to each of the units studied, students will get the opportunity to work through a series of online challenges. Through the completion of the topics, the students will then win badges, on a range of different topics. When students have completed a number of the badges, they will become eligible for certificate which are awarded at Bronze, Silver and Gold level and are sent through from Buckingham Palace.
|The aim of this curriculum is to develop public speaking skills and abilities to interpret texts and situations. Likewise, students with a reading age below one year of their chronological age receive an lesson an individual literacy reading programme, along with one-to-one support with a reading mentor.|
|Autumn Term||•Murder Mystery unit: exploring texts (such as crime scene, forensic report, evidence collected from the victim’s house, suspect profiles) to determine
•Class debates and year group competition
|Spring Term||•Group presentations (in class and to the year group)
•Dealing with conflict (responding to client emails and role play scenarios)
|Summer Term||•Discussion and higher thinking skills: Emotional intelligence and how consequences are foreshadowed (a range of short-films)
•Completion of NGRT (online reading assessment)
|Autumn Term||N1 Mental calculations
HD1 Handling Data – Charts and Graphs
N2 Properties of Number, integers, powers and roots.
A1 Sequences, functions and graphs.
N3 Written calculation
|Spring Term||SSM2 Measure, area, volume and Pythagoras.
N4 Place value, ordering and rounding.
A2 Equations, formulae and identities.
SSM3 Symmetry and transformations.
N5 Percentage and Ratios
|Summer Term||N6 Fractions
A3 Co-ordinates and graphs
SSM4 Pythagoras and Trigonometry.
SSM5 Constructions and Loci.
Modern Foreign Languages – French
|Autumn Term (1st half)||T’es branché?||TV, cinema and reading|
|Autumn Term (2nd half)||Paris, je t’adore||Paris|
|Spring Term (1st half)||Mon identité||My personality, relationships and style|
|Spring Term (2nd half)||Chez moi, chez toi||Where I live|
|Summer Term (1st half)||Quel talent?!||Talents and ambitions|
|Summer Term (2nd half)||Cultural project||Francophone countries,|
|Autumn Term||During this term students will study:
• Keyboard Skills
• Guitar Skills
The main assessment task (s) will look at:
• A group or solo performance from selected keyboard pieces, with the emphasis on effective finger technique alongside Treble and Bass Clef reading.
• A group or solo performance from selected guitar pieces, with the emphasis on effective finger technique alongside TAB and Chord reading.
|Spring Term||During this term students will study:
• Ragtime Music
• World Music
The main assessment task(s) will look at:
• Performing the ‘3-Handed Rag’ on keyboards incorporating all 3 parts.
• To perform and compose poly rhythmic pieces.
• To perform a solo or duet in front of the class
|Summer Term||During this term students will study:
• Blues Music
• The main assessment task(s) will look at:
• Composition and performance of a 12 bar blues, including walking bass and improvisation using a Blues scale.
• Creating and performing a two minute musical.
|Autumn Term||Self esteem/body image|
1. What is body image?
2. Manipulation of images by the media and how it effects society
3. Promoting positive body image and self-esteem (poster task)
4. Stress - what it is, how to cope
5. Peer pressure - what it is, how to cope
6. Eating disorders
7. Over eating
|Autumn Term||Challenge Day 1 - Trip to states chambers||11th November|
|Autumn Term||Citizenship 2|
- Who makes the rules?
- How the island is run
- Differences with the UK
- Visit from honorary/states police community officer
- Links with PMNW
|Spring Term||Drugs 2 - Alcohol|
- Affects/effects on the body, mind and relationships
- Why teenagers drink
- What are units
|Spring Term||Challenge Day 2 - |
Alcohol awareness day
- Relationship assumptions
- Inappropriate behaviour
- Stereotypes and prejudice
- Making the right choice
|Summer Term||Equal Opportunities|
|Summer Term||My future learning|
- Identify own strengths, interests, skills and qualities ready for option process in Year 9
- Careers to consider in the future
- Types of work (voluntary, self-employment, employment)
- Avoid limiting your aspirations
|During Y8 students complete a condensed KS3 course, which provides a broad foundation across the three core science subjects (biology, chemistry and physics). The Y8 science curriculum is delivered as a blended course that covers topics from each of the three core sciences together with tasks to develop scientific skills that are required for all three subjects. The topics covered in Y8 are listed below.|
|• Mathematical skills for the sciences|
• Fair testing, accuracy and precision
• Interpreting graphs
• Comparing and concluding
|• Food and nutrition|
• Plants; growth and reproduction
• Breathing and respiration
• Unicellular organisms
• Genetics and evolution
|• Combustion, oxidation and the Earth’s atmosphere|
• The Periodic Table
• Metals, their uses and extraction
• Ceramics, polymers and composites
|• Fluids, density and pressure
• Light; colour, reflection and refraction
• Thermal energy transfers, insulation and efficiency
• The Earth in space and non-contact forces