Year 8fluencycontent2-schoolwebsite.netdna-ssl.com/File... · The creation of digital artefacts is integral to the learning of computing. These can take many forms, including digital

Year 8 Curriculum Information

Booklet

2017/18

COMMUNICATING WITH THE SCHOOL

At The Corsham School we believe in working in partnership with parents. To do this we need

to communicate effectively with one another. However if you have any concerns please let us

know. If you wish to speak to a particular member of staff personally please ring or write to

make an appointment.

There are a number of people you could contact:

Your child's tutor: Your child's tutor is generally your first point of contact and

he/she is the person you should notify about such things as

any planned absences from school, and the reasons for any

unplanned absence such as sickness.

The tutors in Year 8 are:

Tutor

Group

Tutor Tutor

Base

C8 Edward Johnson H29

O8 Jenna Jackson H3

R8 Elizabeth Walker R6 S8 Hywel Evans R22

H8 Kirsty Darling R1

A8 Lysa Fairhurst T10

M8 Rebecca Young R17

Justin Derby

Year Learning Manager

You may wish to tell Mr Derby about any matter that might

affect your child's work or if you wish to raise a more serious

issue with the school.

Marcus Chapman

Deputy Headteacher

You may wish to contact Mr Chapman if you are worried or

unsure about any aspect of your child's teaching or the

curriculum. Alternatively you might wish to contact the

subject Team Leader directly

Robert Staten

Assistant Headteacher -

Care & Guidance

Mr Staten has overall responsibility for the level of care the

school offers students and for the discipline of the school.

You may wish to contact him if you feel your concern should

be addressed at a senior level.

ACADEMIC MONITORING AND REPORTING TO PARENTS

During the course of Year 8 the progress your child makes is monitored carefully. All staff

who teach your child will make regular assessments of your child's work.

The chart below shows the times in the year when students are reported on formally or

opportunities arranged for you to come to school to talk to relevant staff.

Curriculum Information Evening

A meeting for all Year 8 parents in S Block Hall

Monday18th September 2017

Parents' Evening

Year 8 Parents' Evening will be on

Thursday 21st June 2018

This will provide an opportunity to talk to your child's

subject teachers.

Annual Report

May 2018

CURRICULUM STRUCTURE

The curriculum means more than just lessons. It includes the atmosphere, attitudes and

relationships which create a high quality of life in the school as a whole. An evaluation of the

school by OFSTED commented that "in view of the standards achieved, the overall good quality

of learning and teaching and the excellence of the pastoral system, the school provides good

value for money". Pleasingly, it notes how "most Students are well motivated, attentive, make

good progress across all subjects" and that "Students make good gains in knowledge and are

able to use and apply their knowledge".

Our Curriculum Aims

To provide a supportive and challenging school experience.

To provide content and delivery of the curriculum that promotes equality of opportunity

regardless of gender, race or culture.

To provide additional support to students in accordance with the Learning Support Policy

of the school.

To value and promote equally all areas of the curriculum and ensure that the provisions and

arrangements of the school enable all students to develop fully their interests and aptitudes

appropriate to their abilities, with opportunities to excel.

To develop appropriate skills in the prime areas of experience in literacy, numeracy and

communication, in the physical, linguistic, aesthetic, historical, geographical, scientific,

technological, moral, social, cultural and spiritual aspects of human life.

To encourage children to develop initiative, lively inquiring minds, an enjoyment of

learning and the skills which enable them to take advantage of post school educational

opportunities.

To promote the idea of co-operation and teamship which will provide students with the

social skills necessary to live in the wider community.

To encourage and develop links with the community which will assist students in taking

their place in society, as parents, citizens and consumers, and to help to understand how

groups and individuals relate to each other.

To prepare students for not only the world of work, but also for leisure, which will give

them personal satisfaction.

To promote an understanding of the benefits of a healthy lifestyle including physical fitness.

To develop awareness and respect for the environment and an understanding of Sustainable

Development.

To provide opportunities both in the curriculum and extra-curricular activities, which will

enable students to take responsibility for themselves and develop their self-respect and

confidence.

THE NATIONAL CURRICULUM

Key Stage 3 (Years 7, 8 and 9)

All students will:

Study the basic curriculum subjects Art, English, French and/or German, Geography,

History, Mathematics, Music, PE, Science and Design Technology, Computing, RE,

PSHE and Citizenship.

Study Drama as a discrete subject.

Develop their ability to use Information and Communication Technology.

Be engaged in activities to promote good citizenship, teamship and audienceship.

CURRICULUM MODEL FOR 2017/18

We have a two week timetable that consists of 50 1 hour lessons.

Curriculum Structure at Key Stage 3

Year 7

Maths English Science MFL DT His Geog Art Music Drama PE P&C Computing

6 6 6 5 3 3 3 3 3 2 5 3 2

Year 8


6 6 6 5 4 3 3 3 2 2 5 3 2

Year 9


6 6 6 5 4 3 3 3 2 2 5 3 2

Curriculum Structure at Key Stage 4

Core 70%, Options 30%

Maths English Extra

Science

or

English

Science PSRE PE Option 1 Option 2 Option 3

7 7 4 10 3 4 5 5 5

* Choice of courses

CURRICULUM ENRICHMENT

At the Corsham School each student’s curricular experience is enriched in a variety of different

ways. A list of after school activities is sent home each term.

Field Work,

Trips & Visits

Residentials

Work

Experience

&

Teamship

Competitions

& Extended

Projects

After School

Activities /

Masterclasses

Sharepoint

Fund-

raising,

Community

&

Citizenship

Challenge

Days

&

Enterprise

Events

Performance

Participation

Presentation

Audienceship

National

Curriculum

Citizenship

&

RE

CURRICULUM ORGANISATION

Teaching staff at The Corsham School are organised into subject "Teams" each with a Team

Leader. The curriculum is organised so as to be delivered through these teams.

Team Team Leader Subjects Covered

Maths

Science

English

Modern Foreign Languages

Drama

Art

Music

People and Community

Studies

History

Geography

Technology

Physical Education

Computing

Alun Davis

Peter Robards

Paul Wilkes

Susan Hawkins

Charlotte Derham

Rachael Sloan

Victoria Chiles

Elizabeth Beavan

Julia Browne

Stephen Simms

Rachael Sloan

Sarah Humphreys

Ian Bodey-Jones

(ICT Co-ordinator)

Maths

Science

English and Media Studies

French, German, Spanish

Drama

Art, Photography &

Textiles

Music

RE, PSHE and Citizenship,

Sociology, Psychology

History

Geography

Resistant Materials,

Product Design,

& Food Technology

PE, Games, Dance,

Outdoor Pursuits

ICT and Computing

PSHE EDUCATION INCLUDING SEX AND RELATIONSHIPS EDUCATION

Sex and Relationship Education at Corsham takes place within the context of a wider scheme of Personal

Social, Health and Economic Well Being Education.

It can be seen as occurring in two phases:

Phase One, during Year 7, SRE centres on relationships within the family and on the personal changes

involved in growing up. Lessons will focus on those changes in context through a simple understanding of

human reproduction.

Phase Two, Years 9, 10 and 11 builds on this preliminary work with closer attention to issues concerning

sexual relationships, contraception, and related questions of sexual and emotional health.

The approach taken combines the provision of appropriate information with the creation of opportunities for

students to reflect on their own and other people's attitudes and feelings will aim to develop the capacity for

balanced and responsible decision-making.

It is important to stress that our contribution to the students' development in this very personal area of the

curriculum is part of a shared enterprise between school and home. It is, accordingly, an aspect of the school's

work in which we particularly welcome parents to discuss and clarify the nature of the work we are doing.

The programme outlined above and the approach that we adopt have the approval and support of the governing

body, but parents should be aware that they do have the right in law to withdraw their children from the

school's SRE. Parents considering taking this step should contact the Headteacher.

RELIGIOUS EDUCATION AND WORSHIP

Religious Education is taught according to Wiltshire SACRE's Agreed Syllabus, which prescribes the learning

objectives that should guide the teaching of the subject, rather than laying down a specific body of content.

The key principle guiding the presentation of RE at The Corsham School is that it does not have a dogmatic

or confessional purpose, but represents religious belief broadly as an element in human life and experience,

and more as a search than as a set of conclusions. Our two broad aims are: firstly to develop students'

appreciation of the religious response in its various forms of expression, with an eye both to the Christian

background and traditions of this country and to the rich variety of faith and practice in our own society and

throughout the world. Secondly, in conjunction with work undertaken in Personal, Social, Health and

Economic Well Being Education, to give Students the opportunity to develop and reflect on their own personal

responses to questions of meaning, purpose and value.

PSHE Education, Citizenship and RE are delivered through the People and Community Studies department,

which is timetabled as P & C.

ICT AT KEY STAGE 3

Computers are now part of everyday life and, for most of us, technology is essential to our lives, at home and

at work. ‘Computational thinking’ is a skill that all Students must learn if they are to be ready for the workplace

and able to participate effectively in the digital world.

A high-quality computing education equips Students to use computational thinking and creativity to

understand and change the world. Computing has deep links with mathematics, science, and design and

technology, and provides insights into both natural and artificial systems. The core of computing is computer

science, in which students are taught the principles of information and computation, how digital systems work,

and how to put this knowledge to use through programming.

Digital Literacy is the ability to effectively, responsibly, safely and critically navigate, evaluate and create

digital artefacts using a range of digital technologies. The creation of digital artefacts is integral to the learning

of computing. These can take many forms, including digital images, computer programs, spreadsheets, 3d

animations and this booklet.

The pervasiveness of computing technologies is reflected in the use of digital resources throughout the

Curriculum. Throughout the school students will use industry standard applications based around the

Microsoft Office 2010 suite and online Office 365 cloud applications. Within subjects, work is based upon

the needs and demands of the different subjects of the curriculum.

To aid this work, The Corsham School now has twelve main IT suites containing between 20 and 30 computers

all linked to the school network and Internet. This is supplemented by class sets of iPads for use in other

subject areas such as English, Maths, Science and Geography and Humanities. This allows students to work

individually developing their own skills at their own pace as well as being a valuable resource for research

and interaction with the class teacher. The use of IT across the curriculum ensures that there are appropriate

opportunities for students to develop their understanding of the principles necessary for the effective use of

current technologies.

At Key Stage 3 students also receive two lessons per fortnight in Computing dedicated to developing the skills

and approaches that will enable them to make better use of the IT facilities. Throughout Key Stage three this

will include:

Basics of file handling, organisation and printing

Research and gathering information

Word processing and desktop publishing for presentation and display

Information handling through spreadsheets and databases

Problem solving through the use of ICT tools

Using coding in the solving of problems

Understanding the fundamentals of computer hardware

Refine and evaluating work and success criteria

SPECIAL EDUCATION NEEDS AND DISABILITIES

The Corsham School commits itself to recognise the individual needs of all its students and to maximise their

individual potential by striving to offer a caring and educationally appropriate environment for all.

The Learning Support Team has an overall responsibility for those who will from time to time require special

assistance; be that academic, physical, emotional or social. Wherever possible this is done through the

development of whole-school responsibility so that the work of Learning Support Team is integral to the work

of the school.

Students may from time to time require a more specialised programme than that which is provided for the

majority of students. Where resources allow we will provide this. With the exception of any legal requirements

the school tries not to distinguish students with Education, Health and Care Plans from others who have special

needs. The National Curriculum is seen as an entitlement and will only be disapplied in extreme circumstances.

There are regular short-term focused corrective withdrawal sessions for students who have significant

difficulties with reading, spelling and/or writing.

The school will endeavour to create a climate of support and encouragement in order that students' self-

confidence and self-esteem can develop and that individuals feel valued.

The team is responsible for monitoring and administering the school's implementation of the Special Needs

Code of Practice and appropriate Education Acts. This includes the identification, planning, actioning and

reviewing of SEN programmes.

For matters relating to SEN, contact may be made directly to the SENCO (Special Educational Needs Co-

ordinator) in the first instance. In the event of the matter remaining unresolved parents may approach the

Headteacher and, if necessary, the governors of the school.

The Learning Support Team

Mrs S Warr SENCO

Ms L Smith Inclusion Co-ordinator

Mrs C Evans Higher Level Teaching Assistant /SEBD Specialist

Mrs M Guy Teaching Assistant (English Department)

Mrs L McCormack Higher Level Teaching Assistant (Maths Department)

Ms T Cooper Vocational Studies Co-Ordinator

Mrs A Crawley Teaching Assistant (Maths Department)

Mrs R Crew Teaching Assistant

Mrs T Eckersley Teaching Assistant

Mrs N Evans Teaching Assistant

Mrs E Vogwell Teaching Assistant (English Department)

Mr S Williams Teaching Assistant

Mrs L Martinsen Teaching Assistant

Mrs M Hogger Teaching Assistant (part time)

Ms A Beck Teaching Assistant (part time)

Miss L Wheeler Literacy Teaching Assistant

Ms N Hann Teaching Assistant (part time)

Governor with responsibility for Learning Support – Caroline Bartlett

Information booklet for Parents/Carers and/or a copy of the School's Special Educational Needs Policy is

available on request. Review Date-The SEN Policy will be reviewed annually.

THE FOLLOWING PAGES PROVIDE AN

OVERVIEW OF THE CURRICULUM CONTENT

FOR EACH SUBJECT IN YEAR 8

SUBJECT: MATHS YEAR 8

AUTUMN TERM

SPRING TERM

SUMMER TERM

Year 8 are taught in sets in two halves for mathematics. Tutor groups C, O, R, S are taught in 4 sets; tutor groups H, A and M are taught in 3 sets. The course is

differentiated so that students work within each topic area on material that is suitable for their ability. The curriculum for Year 8 is split into 16 units of work

which vary slightly depening on the set the student is in; 5 or 6 in Number, 3 or 4 in Geometry & Measures, 3 or 4 in Statistics and 3 or 4 in Algebra. The students

will be formally tested each term to assess their understanding of topics covered.

Using and Applying mathematics is integrated into the course.

Homework is set twice a fortnight. During the year there are opportunities for students to change sets if it is felt that it is appropriate. Formal assessments,

classwork, homework and teacher judgement are all used to decide which set is most appropriate for each student. The final assessment of year 8 is towards the

very end of the year, and will be used to assess their progress prior to them beginning GCSE mathematics in year 9.

Numbers and the Number System

Powers of 10

Factors, multiples and primes

Calculating

Negative Numbers

BIDMAS

Visualising & Constructing

Enlargements

Constructions

Understanding Risk

probability

Properties of shapes

Classifying polygons

Algebraic Proficiency 1

Algebraic Notation

Rearranging Formulae

Fractions, Decimals & Percentages 1

Conversions

Assessment 1 & 2

Proportional Reasoning

Ratio Notation

Sharing in given ratios

Pattern Sniffing

Generating sequences

Using the nth term rule

Angles & Measuring Space

Angles on parallel lines

metric, imperial measure

Fractions, Decimals & Percentages 2

Percentage increase/decrease

Decimal multipliers

Solving Equations

Solving linear equations

Solve equations with unknowns on both sides

Assessment 3 & 4

Calculating Space

Compound Shapes

Area & Circumference of a circle

Algebraic Proficiency 2

Linear graphs

Checking, approximating & estimating

Using estimations to predict solutions

Mathematical Movement

Coordinates

Transformations

Understanding Risk 2

Theoretical probability

Probability Spaces

Data

Graphs & Charts

Averages

Frequency Tables

Students may also finish on GCSE level topics

towards the end of year 8

Final Assessment

SUBJECT: ENGLISH YEAR 8 All students in Year 8 follow the new National Curriculum in English and during the year participate in a wide range of activities to develop speaking and listening, reading

and writing skills. Students have six lessons of English a fortnight: four of these are used to teach the topics outlined below; one is used to teach punctuation and grammar

explicitly; and one is used as an independent reading lesson during which whole classes visit the library and reading comprehension and analysis skills are taught.

Throughout the year, students undergo regular writing assessments and some controlled reading tests.

Students will be expected to complete at least two written homeworks each term but the majority of homework will be reading fiction or non-fiction connected to the unit.

Unit 1: Language Variation In this unit students will study the derivation and development of the English language and the way in which language changes according to time, place, culture, society

and technology. They will study extracts from Beowulf and will look at some contemporary poetry.

The written assessment is a newspaper article.

Unit 2: Short Stories Students will analyse a selection of short stories taken from different genres and historical periods. They will gain an understanding of genre features and consider how

texts reflect context. They will conduct research and undertake writing tasks that will challenge their abilities critically and creatively.

The written assessment is a short story.

Unit 3: Shakespeare Students will read and explore key scenes from Much Ado About Nothing. They will develop reading and comprehension skills as well as gain a greater insight into

Shakespeare’s theatre. They will be encouraged to consider the text as a play and think about the idea of performance. There will be opportunities for student performance

throughout the unit.

The written assessment is a formal essay analysing character.

Unit 4: Novel

Students will study a novel as a whole class. They will complete work on characterisation, themes and settings. They will also analyse extracts considering the effect of

the writer’s language choices.

The written assessment will be determined by the text but it could be a review or a creative piece based on the text.

Unit 5: Texts in Context Students will be introduced to the idea of culture (their own and others’), and will then read a range of stories from different times, cultures and traditions. They will learn

to recognise how these texts are influenced by the context in which they were written. The ‘assessment’ text is the poem, ‘Night of the Scorpion.’ The last two lessons of

the unit focus on film texts, adding an extra dimension to the range of ‘texts’ they analyse.

The written assessment is a formal essay.

Unit 6: Poetry Students will read a range of poems, undertaking analysis for poetic features and cultural context. They will analyse poems by Chaucer, Shakespeare and Auden, as well

as poems by contemporary writers such as Armitage and Agard. Students will demonstrate their understanding of features of form, language and structure and will consider

how these influence meaning.

The written assessment is a formal essay.

Spelling, punctuation and grammar lessons to include revision of previous year plus:

How words work: adverbs; comparative and superlative adjectives; plural nouns, the genitive case; contraction. Clear sentences: compound-complex sentences; noun appositive phrases; conjunction/adverbs; semi-colons.

Coherent texts: connections between sentences; proofreading, drafting and rewriting.

Spelling: within units.

SUBJECT: SCIENCE YEAR 8

The KS3 Science course has been adapted to be fully compatible with recent National Curriculum changes to KS3. Students study 10 ‘Big Ideas’ which

are then divided into teaching modules. Each module consists of 2 topics. The modules are scheduled so that Biology, Chemistry and Physics are studied

in turn throughout the year. Practical work is fully integrated into the scheme to allow the development of scientific investigational skills. The course is

fully differentiated to support the needs of all learners.

Student performance in each Module is assessed via a summative test and other assessed pieces of work completed during the study of the modules. There

is also a formal End of Year Test in June.

Regular homeworks are set in accordance with the whole school homework timetable.

Big Idea Module Topics Big Idea Module Topics

1.FORCES

1.3 Contact forces

1.4 Pressure

6.REACTIONS

6.3 Types of reactions

6.4 Chemical energy

2.ELECTROMAGNETS

2.3 Magnetism

2.4 Electromagnets

7.EARTH

7.3 Climate

7.4 Earth resources

3.ENERGY

4.3 Work

4.4 Heat & Cooling

8.ORGANISMS

8.3 Breathing

8.4 Digestion

4.WAVES

4.3 Wave effects

4.4 Wave properties

9.ECOSYSTEMS

9.3 Interdependence

9.4 Photosynthesis

5.MATTER

5.3 Elements

5.4 Periodic Table

10.GENES

10.3 Variation

10.4 Human reproduction

SUBJECT: Geography YEAR 8 Term one Term three Term five

G7: Economic Activity

What is this unit about?

This unit looks at the various types of work people do and

describes the factors that affect the location of different

industries.

In this unit you will learn about:

the four main types of employment

the changes in employment structure over time

how employment structure varies between

places

the distribution of the main types of farming

the location of secondary industries (Honda)

the growth of the tourist industry in The Gambia

the growth and location of high-tech industries

G9: Asia and China


After a general introduction on Asia, this unit will focus

on China, a country that is developing faster than any other

in history. The unit will explore the main human and

physical features and the differences in relief, climate,

population, standard of living and quality of life.


China’s main physical features and climate

China’s population characteristics, including it’s

One Child Policy

the differences between rural and urban life

China’s interdependence and development

G11: Rivers and Flooding


This unit looks at the processes and landforms found along

the course of a river. It explores the factors which increase

the risk of flooding, the impacts of a flood hazard and how

we can protect ourselves against floods.


the hydrological cycle

the processes of erosion, transportation and

deposition

the landforms found along the River Severn

the causes, consequences and management of

river flooding

Term two Term four Term six

G8: Natural Resources


This unit looks at some of the major issues facing our

planet. The unit will help students appreciate the need to

look after the planet. It will help them become global

citizens, interested in the state of the world, aware of the

problems and willing to do their bit to solve them.


the Earth’s natural resources

the growing challenge of water shortages

the fight against desertification

the importance of oil in the UK’s energy mix

the use of renewable sources of energy

G10: Weather and Climatic Hazards


This unit looks at the weather of the British Isles and the

factors that affect it. It explores weather systems such as

anticyclones and depressions and the different types of

rainfall. The unit finishes with a focus on climatic hazards

such as hurricanes and drought.


the factors that affect our weather

how the weather can be measured

high and low pressure systems

the three different types of rainfall

the causes, consequences and management of

climatic hazards

G12: Our Warming Planet


This unit looks at the greatest problem currently facing our

planet at present – global warming. Students will

investigate the causes, consequences and possible

solutions of global warming in the 21st Century.


how temperatures have changed over time

global warming as a natural process

the human causes of global warming

the impacts of global warming on our planet

how we can reduce carbon emissions

Subject: Computing Year 8

Aims and objectives of the Computing Department

Computer Science is a rigorous academic discipline that underpins a huge range of subjects and has concepts and ways of working that do not change

quickly over time, unlike some of the applications that these techniques are applied to. This “Computational Thinking” offers insightful ways to

view how information operates in many natural and engineered systems. Computer Science is also highly creative. This does not just apply to the

‘creative’ industries but also to the creativity involved in the writing of compute. We aim to develop successful learners who are ‘digitally literate’,

numerate, creative and effective Computational thinkers.

Learners are encouraged to work both independently and collaboratively. We learn how to apply the knowledge and skills learnt to real situations in

the real world, to make the most effective use that modern technologies offer while being aware of the hazards and potential pitfalls of life in the

Digital Age.

It is helpful if pupils have access to ICT facilities at home and the free open source software Python.

During Year 8 we cover the following themes:

Terms 1 and 2 Terms 3 and 4 Terms 5 and 6

Python Coding

Basic Python sequences and syntax

Using Variables

Designing and creating solutions to

problems

Understanding error messages

Using selection for multi path code

Using iteration for repeating code

Creating Digital Images

Understanding that images are often

altered.

Social impact of ‘airbrushing’

Techniques for image manipulation

Presentation of digital images

Data Handling

Using Spreadsheets to collect data

Manipulating data

Presenting Data

Use of Functions and Formulae

Project

Planning a multi-document project

Awareness of audience and purpose

Evaluation of work against success

criteria

Modelling Scenarios

HTML

Understanding basic HTML

Presenting information through a web

page

Understanding basic CSS

Project

Planning a multi-document project

Awareness of audience and purpose

Evaluation of work against success

criteria

Appropriate media for presentation

SUBJECT: HISTORY YEAR 8

History at The Corsham School is taught chronologically across KS3. In

Year 8 we have one overarching theme:

How did Britain become a World power?

Topic 1 – Reducing the power of the monarch

Why was there a Civil War?

Why did England kill their King?

What was the Scientific Revolution?

Assessment – an account on the Great Fire of London. This is a GCSE

style question.

Topic 2 – Slavery – generating the wealth for the Industrial Revolution

How did the Transatlanic Slave Trade develop?

How did the Slave Trade affect people’s lives?

Why did the Slave Trade end?

Assessment – A source question on the Slave Trade. This is a GCSE style

question.

Topic 3 – Industrial Revolution – Britain leading the world

• Why did Britain have the first Industrial Revolution?

• How did the Industrial Revolution change people’s lives?

• Why was the Industrial revolution so significant?

Topic 4 – Medical marvels – who saved the most lives?

• How did science and medicine develop in the Industrial period?

• Which discoveries were the most significant?

• Which individuals were the most significant?

Assessment – Who was the most significant medical marvel? This is a GCSE

style question.

Topic 5 – Power to the people – the rise of individual freedom

• How did 19th century democracy develop?

• How did women campaign for the vote?

• Why did women gain the right to vote?

Resources

We use school history: Making of the UK and Britain 1750-1900 and the

History in Progress series throughout KS3, both in paper and interactive

textbook form. The interactive textbooks are available in the history area on

the website.

Each class is named after a historical person relevant to the period of time

being studied and students will be encouraged to research this person and

learn about their personal qualities as an individual.

Homework is mainly set through homework booklets which are available for

access via the school website. Each fortnight, students will have three options

to choose from and they can either complete these online or in their

books/booklets. Sometimes there will be a creative project set as a task or as

a mini EPQ.

SUBJECT: DESIGN & TECHNOLOGY YEAR 8

During the year each student will study all of the following modules. 3 hours per fortnight are allocated to the study of this subject.

ART TEXTILES

The second year of this subject area studies ‘pattern’, where students undertake a series of printmaking tasks creating their own collagraph

prints.

GRAPHIC DESIGN

Students will learn how to create their own logo from their zodiac sign, using stencilling as a technique.

RESISTANT MATERIALS

This module involves ongoing Health and Safety training in the use of a variety of tools and materials. Students will produce individually designed

3d project work, using wood, metal and plastics.

Students will be involved in:

Researching and recording information (usually homework tasks)

Developing 2d visualisation/sketching skills

Analysing existing products as well as their own work

Extending construction/making skills in wood, metal and plastics

Developing skills in planning, presenting ideas and information

Understanding the wider cultural, social global aspects of design.

FOOD TECHNOLOGY

Students build on the knowledge and skills acquired in Year 7. The course includes:

Food choice and influence on diet

Healthy Eating and Dietary guidelines

Basic Nutrition.

Understanding ingredients

Practical skills to include pastry making, sauce making, bread, rice, pasta and potato dishes

Basic organisational, psychomotor, investigative and presentational skills

SUBJECT: MODERN FOREIGN LANGUAGES (French & German) YEAR 8

In Year 8, students in set 1 in each half of the year, as well as continuing with French, begin to learn German. For those already studying German. These

Students split the five hours of language lessons between the two languages. All other sets will continue with five lessons of just French for years eight

and nine.

Each unit aims to cover the topic area whilst at the same time offering practice in the four skills of listening, speaking, reading and writing.

Students will, in addition, study the culture of French or German speaking places and people and their impact on the English speaking world.

Grammar is an essential part of the teaching and learning, as is vocabulary-learning.

Both learning and written homeworks will be set regularly, according to the homework timetable.

It would be helpful if students could provide themselves with a bilingual dictionary for use at home.

Year 8 - SET 1

FRENCH

My Region

Holidays

Youth Culture

GERMAN

Myself and others

Education

Home Life

All other sets:

FRENCH

My Region

Holidays

Youth Culture

A Trip to Paris

SUBJECT: DRAMA YEAR 8

AUTUMN TERM SPRING TERM SUMMER TERM

Masks and Commedia

Practical explorations of gestures, non-verbal

communication, exaggeration and character.

Subject specific knowledge of Commedia

characters, lazzis and performances.

Assessed performance of devised Commedia

piece and extended writing evaluation task.

Slapstick and comedy.

Practical explorations of stereotype, mime, sound

effects and comic timing.

Study of silent film.

Assessed performance of devised slapstick piece

and extended writing evaluation task.

Tension,atmosphere and status

Use of facial expressions, eye contact and vocal

techniques to convey tension.

Practical exploration of Shakespeare’s plays

focusing on the Tempest, Hamlet and Macbeth.

Technical elements- lights, sounds and set are

also delivered.

Scripts are given to students to study and perform

as part of their assessment.

Extended writing evaluation task.

Craig and Bentley

Practical explorations of the story of Craig and

Bentley and the different interpretations found.

Development of empathy and didactic theatre.

Group performance involving costume, set and

lighting.

Teechers-

Study of the script focusing on multi role,

costume choice and staging, with a final

performance to parents after school.

Drama festival

Devising from a stimulus topic- where all of year

8 compete to produce the best piece of drama.

SUBJECT: MUSIC YEAR 8

Music is taught in mixed ability classes and encourages all Students to have an active involvement in different forms of music making. Students

take part in individual and ensemble work assessing skills in all three areas; performing, composing and listening.

Due to the largely practical and creative nature of the subject Students are encouraged to become independent learners by evaluating their rehearsal

process to ensure that they are using time efficiently and effectively. Students are expected to discuss their work in lessons and suggest improvements

and describe ways in which this can be achieved.

If Students play an instrument they are encouraged to bring their instrument into the class lessons where appropriate.

1 & 2 – Reggae & Song Arrangement

Reggae

Explore chords and syncopation

Students will learn to:

Understand how chords contribute to the

texture of a song

Perform reggae bass lines

Understand syncopation and its importance to

reggae music

Understand the different layers of reggae music

using Bob Marley’s ‘Three Little Birds’ or

‘Buffalo Soldier’

Song Arrangement

Explore music for special occasions


Understand different chord sequences

Create their own arrangement of a Reggae song

Be creative and compose their own melodies

and introductions

3 & 4 – Tones & Semitones/Minimalism

Tones & Semitones

Explore the concept of tones & semitones


Understand the difference between tones and

semitones

Play the piece ‘Eastenders’ or ‘Für Elise’

Develop their keyboard skills and be able to play

melodies and chords together

Minimalism

Explore changing motifs


Understand the key musical features of minimalist

music

Perform Clapping Music – Steve Reich and Tubular

Bells – Mike Oldfield

Use the repetitive and changing motif pattern ideas

to construct own minimalist composition

5

African Music

Explore different rhythmic

processes used in African

music


Perform cyclic

rhythms;

polyrhythms;

syncopation and call

and response phrases

Compose using

different rhythmical

processes

Identify different

characteristics of

African music

6

Own Choice

Reviewing skills,

knowledge and

understanding

Students learn to:

Evaluate what

they have

learned

throughout Year

7

Perform a piece

of music of their

choice

Compose a piece

of music of their

choice

Create a

presentation that

summarises their

learning

throughout the

year

SUBJECT: PSHE EDUCATION & CITIZENSHIP YEAR 8

One hour per fortnight is allocated to PSHE Education in Year 8.

These are the topics covered in Year 8, showing roughly how they are divided between the three terms.

.b / Mindfulness – a new programme

which helps students to improve

concentration and calm, and reduce

stress levels. Mindfulness courses are

recommended by the National Institute

of Clinical Excellence (NHS) for

mental and emotional well-being.

Dealing with Conflict and Bullying

Body Image

Self esteem

Healthy eating

Drugs Education

alcohol, tobacco and cannabis

SUBJECT: RELIGIOUS EDUCATION AND CITIZENSHIP YEAR 8

Two hours per fortnight are allocated to the study of this subject.

These are the topics studied in Year 8.

1. Theme: Prejudice & Discrimination

Students will study types of prejudice, the

causes and origins of prejudice, concepts of

tolerance, justice, harmony and the value of

the individual, religious attitudes to prejudice

and discrimination and religious believers who

have fought against prejudice, e.g. Martin

Luther King.

2. Theme: War & Peace

Students will study the concepts of peace and

justice and the sanctity of life in relation to war

and peace. They will explore the causes of war,

conflict, including examples of recent wars and

the reasons why religious believers might go to

war, including the criteria for ‘Just War’ and

‘Holy Wars’. Additionally, students will study,

organisations which help victims of war, e.g.

The Red Cross and the work of a religious

believer who has worked for peace as well as

exploring issues such as terrorism, weapons of

mass destruction and nuclear proliferation;

3. Theme: Stewardship

How should we use animals?

Students will address a number of key

questions within the theme of Animal Rights

that will include the status of animals and the

extent to which animals are different from

humans and their relative values. Students will

study animal experiments, farming of animals

and the treatment of wildlife such as meat,

vegetarian and vegan diets.

4. Theme: Global Issues

Should religious people be greener than non-

religious people?

Focusing on the idea of stewardship and

responsibility for the planet. The issue of

animal rights will be dealt with from both a

secular and non-secualr perspective.

5. Theme: Expressions of spirituality:

How do humans express their spirituality? (1)

Religious art

Students look at images and meaning behind

religious art, particularly focusing on images of

God and expressions of truth and peace in

Christianity and Islam.

6. Theme: Expressions of spirituality:

How do humans express their spirituality? (2)

Religious architecture

Through a series of visits to churches in

Corsham, students investigate the similarities

and differences of belief and emphasis reflected

in the Roman Catholic, Anglican and Baptist

Churches. They look at the style and contents

of the churches, and how the symbolism used

in building work and the furniture reflects

different emphases. The unit involves trips out

to local churches in PC lessons.

SUBJECT: PHYSICAL EDUCATION YEAR 8

Aims of Physical Education

Our primary aim is to provide all students with the opportunity to participate in and ENJOY physical education. We aim for students to develop the

confidence and interest to engage in exercise and sports in school and later life. Through their active involvement we hope that all students will:

Develop their level of physical skill in a broad range of physical activities

Are physically active for sustained periods of time

Engage in competitive sports and activities

Develop a positive attitude to fitness and health

The Curriculum

In Year 8 all boys and girls follow a wide ranging curriculum programme which includes:

Using tactics to overcome opponents in direct competition through team and individual games, for example badminton, basketball, cricket, football, hockey,

netball, rounders, softball, table tennis, handball, cricket, tennis and rugby.

Developing technique and improving performance in other competitive sports, for example athletics and gymnastics

Analysing their performances and compare to demonstrate improvement

Swimming, personal survival and waterpolo

Perform dances using advanced techniques

Take part in adventurous outdoor activities and developing leadership and team working skills. Including climbing where appropriate.

Extra Curricular Activities

We regard extra curricular activities as a very valuable extension of the curriculum. We ensure all boys and girls are aware of the various clubs, teams

and activities that are available to them. We endeavour to ensure students take part in competitive sports and activities outside of school through community and

club links.* Details of which are on the School Website and our twitter page @corshamPE

The activities include:

Soccer, Rugby, Netball, Hockey, Cross-Country, Trampolining, Athletics, Tennis, Table Tennis, Cricket and Dance.

In addition, Inter Tutor Group competitions are arranged to encourage as many students as possible to participate in sport. There are opportunities for

talented individuals to represent Area, County, Regional and even National Teams.

Participation in Lessons

Very few children miss their PE lessons due to injury or illness. If your child is unable to participate for medical reasons, a note of explanation is

requested. The easiest way of doing this is by writing in your son or daughter's Personal Organiser. Children who need to be excused will be included in the

lesson in the role of official or leader/coach and are expected to bring full PE kit for health, safety and Hygiene.

Documents

Year 8fluencycontent2-schoolwebsite.netdna-ssl.com/File... · The creation of digital artefacts is integral to the learning of computing. These can take many forms, including digital