Year 8 Term 1 Curriculum

Year 8 Curriculum Term 1 2023-24

E-ACT Royton & Crompton Academy

THINK BIG SHOW TEAM SPIRIT DO THE RIGHT THING

E - A CT

E-ACT Royton & Crompton Academy

THINK BIG SHOW TEAM SPIRIT DO THE RIGHT THING

E - A CT

Year 8 Curriculum Term 1 2023-24 Mr A Ali

Miss A Jacob

At E-ACT Royton & Crompton Academy we offer our students a wide range of subjects.

Our curriculum is well planned, engaging, challenging and encourages a thirst for knowledge and learning.

Our key values of Honesty, Excellence and Aspiration underpin and support everything that we do in every lesson and across the academy.

- A Curriculum for ALL (No child left behind) - Knowledge-rich (sequence clearly articulated) - Ambitious (with a focus on Teaching to the Top) - Emphasis on long term memory and recall The information in this curriculum booklet tells you everything that you need to know about what your child will be studying, from September to December and the key knowledge they will be developing in each subject area.

We have high expectations for every student in our academy and we focus on the principle of opening minds and opening doors through a world class education system.

If you require any further details about the progress that your child is making, please contact Mr A Ali, Head of Year 8, Arris.Ali@rca.e-act.org.uk.

If you require any further details about the curriculum, please contact Miss A Jacob, Deputy HeadteacherAmanda.Jacob@rca.e-act.org.uk Alternatively, our SEND co-ordinator Mrs S McDermott, Stacey.McDermott@rca.e-act.org.uk, who will be happy to provide you with further information about how we can support the individual needs of your child.

Mrs S McDermott

Below are the heads of departments for each subject, if you have any specific questions around our subjects, please contact them via the email addresses given.

Miss M Graham Head of English maria.graham@rca.e-act.org.uk Mr M Mulgrew Head of Maths michaem.mulgrew@rca.e-act.org.uk Mr C Davies Head of Science carl.davies@rca.e-act.org.uk Mrs C Asiaw-Lodge Head of Science claire.asiaw-lodge@rca.e-act.org.uk Miss F Wrigley Head of Art fiona.wrigley@rca.e-act.org.uk Mr A Hughes Head of DT andrew.hughes@rca.e-act.org.uk Mrs S Bloor Head of PSHCE sarah.bloor@rca.e-act.org.uk Mrs L Brock Head of Geography lauren.brock@rca.e-act.org.uk

Mrs J Hill Head of Food jennifer.hill@rca.e-act.org.uk Mrs H Beveridge Head of History helen.beveridge@rca.e-act.org.uk Mrs V Sayer Head of Spanish victoria.sayer@rca.e-act.org.uk Mrs P Mulgrew Head of Music philippa.mulgrew@rca.e-act.org.uk Miss E Stirling Head of Social Sciences emma.stirling@rca.e-act.org.uk Mr L Maguire Head of ICT lee.maguire@rca.e-act.org.uk Ms L Mulvana-Kinlin Head of RE louise.mulvana@rca.e-act.org.uk Ms S Cavanagh Head of PE & Dance sarah.cavanagh@rca.e-act.org.uk

English

Half Term 2

Can I identify and analyse structural features of the novel?

Half Term 1

How does Keats celebrate the natural world in 'Ode to Autumn'?

Composite

Topic

Politics and Protest: Romanticism

Components

Disciplinary Knowledge SocioPolitical

Ideas

x

x

x

x

x

x

x

x

x x x x

x x x x

x x

Classics

x

x

Identity

x

x

Relationships

x

x

x

x

1. Who were the romantics and what was their Learning from the past ideology?

2. How did Shelley incorporate the notion of the Classics sublime in Frankenstein?

3. How does Wordsworth use metaphor to Identity convey his ideas about childhood?

4. How does Coleridge present his ideas about Relationships the effect of humans on the natural world?

5. How does Keats celebrate the natural world Media and Culture in 'Ode to Autumn'?

Politics and

Can I explain the contextual details of Lord of the Flies?

Can I recall and summarise part one of the novel?

Can I compare the characters of Ralph and Piggy?

Can I recall and summarise part two of the Classics: Lord of novel?

the Flies by William Goulding

Threads of Knowledge

Protest Learning from the past

Can I critically evaluate Goldings use of Media and Culture symbolism in the novel?

Can I identify and analyse structural features of the novel?

Politics and Protest

x

Analysis

Articulation

Craft

Structure

x

x x

x

Operations of Mixed and Improper Fractions Fractions, Decimals and Percentages

Number Application

x

x

Apply algebra in order to interleave topics

Threads of Knowledge

Investigate patterns and make conclusions

Components

Apply key vocabulary

Half Term 2

Topic

Fluency of written calculations

Half Term 1

Number Application: Can I apply numerical reasoning to problems involving probability?

Composite

roportions in Play: Can I apply proportional reasoning to convert measures?

Maths

Fluency of mental calculations

Disciplinary Knowledge

Number Application

x x x x Component 1 and 2 Assessment - Four operations with mixed and improper fractions, convert between FDP Events Statistics x x x Probability Scale Statistics x x x Number Statistics x x Application: Recording outcomes Probability

Component 3, 4 and 5 Assessment - Record outcomes, place and read on a probability scale, use sample space and two-way tables to represent outcomes (retrieval from operations with fractions/FDP conversion) Calculating probabilities of mutually exclusive Statistics x x events occurring Calculating the probability of events happening Statistics x x from tree diagrams Component 6 and 7 Assessment - Complete and calculate probability from a tree diagram (retrieval from four operations of fractions/FDP conversion/recording outcomes/probability scale) Geometry x x x x Conversion of Measure Geometry x x x Compound Measures Component 1 and 2 Assessment - Convert between time, metric measures and money, calculate basic speed, distance and time (retrieval from previous half terms) Currency Conversion Graphs

Proportions in Best Buys play Proportions as fractions

Ratio and Proportion

x

Number Application

x

Ratio and Proportion

x

x x

x

Component 3, 4 and 5 Assessment - Read from a conversion graph, compare prices to decide which is a better buy (retrieval from conversion of measures/SDT/previous half terms) Enlargement and scale factors Geometry x x x Component 6 Assessment - Enlarge shapes from a given scale factor on 4 quadrants (retrieval from conversion of

x

Science

Dynamic Earth Earth in Space

Half Term 1

Threads of Knowledge

What are the different layers of Earth Big Idea 8: Earth under our feet?

Why do some countries have more Big Idea 8: Earth earthquakes and volcanoes than others?

How are igneous rocks formed and what Big Idea 8: Earth Earth: are their features?

Earth Structure Big Idea 8: Earth Big Write - Volcanoes How are sedimentary rocks formed and Big Idea 8: Earth what are their features?

How are metamorphic rocks formed and Big Idea 8: Earth what are their features?

Big Idea 8 Earth - Earth Structure Assessed Work Identify and describe the layers of the Earth and different types of rocks.

How are stars formed?

Big Idea 8: Earth What are the effects of the Earth’s Earth: Big Idea 8: Earth motion?

The Universe How do we measure distances across the Big Idea 8: Earth Universe?

Big Idea 8 Earth Part 1 Assessment Describe the formation of stars and how we get seasons.

x x x x x x x x

Using evidence to develop explanations

Components

Data Analysis

Vehicle (Topic)

Apparatus and techniques

Composite

Scientific methods

Disciplinary Knowledge

x

Composite

Vehicle (Topic)

Components

Threads of Knowledge

How do we calculate speed?

Big Idea 9: Forces How can graphs be used to represent a journey?

Big Idea 9: Forces Forces: How can we investigate the motion of a car?

Big Idea 9: Forces Speed How can we describe the motion of objects in Big Idea 9: Forces relation to each other?

Big Idea 9 Forces - Speed Assessed Work Calculate speed and interpret distance time graphs Big Idea 9: Forces What are the forces that act on an aeroplane?

What is gravity?

Big Idea 9: Forces Forces: Big Write - Isaac Newton Big Idea 9: Forces Gravity How is weight related to mass?

Big Idea 9: Forces How does weight change on different planets?

Big Idea 9: Forces Big Idea 9 Forces Part 1 Assessment Identify different forces acting on an object, calculate the mass and weight of objects on different planets.

Big Idea 10: How does a current flow through a circuit?

Electromagnets Big Idea 10: What is voltage?

Electromagnets Electromagnets: Big Idea 10: What is resistance?

Voltage and Resistance Electromagnets What is a series circuit?

Big Idea 10: What is a parallel circuit?

Electromagnets Big Idea 10 Electromagnets - Voltage and Resistance Assessed work Describe voltage, current and resistance and the differences between a series and parallel circuit Big Idea 10 Careers Lesson Electromagnets What is static charge?

Electromagnets: Big Idea 10 How is static charge produced?

Current Electromagnets Big Idea 10 What is an electric field?

Electromagnets Big Idea 10 Electromagnets Part 1 Assessment Describe how static charge builds up and identify when charged objects will attract of repel.

Forces and Motion

Science

Using Apparatus evidence Scientifice Data and to develop methods Analysis techniques explanatio ns

x

x

x

Gravity Electrical Circuits Static Electricity

Half Term 2

x x x

x x x

x

x

x

x

x

x

x

x

x

x

History

Disciplinary Knowledge

Composite

Topic

Components

Threads of Knowledge

Knowledge and understanding of the key features, chronology and characteristics of the period.

Analyse, evaluate Analyse, evaluate and use sources and make to make substantiated Explain and analyse historical events and periods studied substantiated judgements about using second-order historical concepts. judgements, in the interpretations in context of the context of historical events historical events studied. studied.

Half Term 1

Half Term 2

How did Henry VIII cause religious turmoil that lasted 150 years?

Change and Continuity

Cause and consequence

Significance

Similarity and difference

Why did Henry VIII create the Religion, democracy and power x x x Church of England?

Social history, religion What was the impact of the break from Rome on Tudor x x x x x England?

Formative assessment - Knowledge assessment. Pupils to demonstrate knowledge and understanding of Medieval England and the changes Henry VIII made. They will also demonstrate a good knowledge of chronology and key words interpretations of Break from Rome and identify differences in interpretations.

Who were the Stuarts?

Democracy and power

x

x

Why was there an attempt to Democracy and power The Tudors assassinate James I in 1605? x x x x and Stuarts Formative assessment- Explain how Henry VIII Break from Rome was a long term cause of the Gunpowder Plot. Pupils will demonstrate good knowledge and understanding of the Break from Rome and explain how it is a long term cause of the Gunpowder Plot, by using historical language.

Conflict, Democracy and What caused the English Civil Power, Religion and the War in 1642?

Church

Democracy and power Why did parliament win the English Civil War? How far did the English Civil War Democracy and power impact on the people?

How has Oliver Cromwell been Democracy and power remembered?

x

x

x

x

x

x

x

x

x

x x

x

x x

Summative Xmas Assessment End point: How did Henry VIII lead to 150 years of turmoil? Pupils will describe interlinking longterm problems caused by Henry VIII's Break from Rome. Pupils will identify differences in interpretations of the causes of the English Civil War and identify reasons interpretations are created.

Geography

Disciplinary Knowledge Composite

The importance of the tropical rainforest

Half Term 1

Components

What is the location, characteristics and adaptations of the Tropical Rainforest?

Threads of Knowledge

Knowledge

Understanding

Location and place knowledge, Physical Geography

x

x

Application

Skills

Assessment Point:Distribution and unseen figure: Pupils will be able to describe the global distribution of tropical rainforest.

The Amazon Resources in the Tropical Human Geography, x x Rainforest Rainforest.

Physical Geography Causes, impacts and Human Geography, Management of Physical Geography x x x Deforestation Assessment Point: Evaluation question- to make a decision on which management stragegy they think is most effective, by listing the strategy and explaining its importance .

How do we categorise development?

Development

Half term 2

Vehicle (Topic)

Human Geography

x

Causes and impacts of Human Geography, x x uneven development.

Physical Geography Africa with a x focus on Evaluation question: Ethiopia Pupils are able to make a decision on the most impactful reason leading to uneven development.

Closing the gap.

Location and place knowledge, Human x x x Geography Assessment End point: Pupils are able to: Describe the different categories of development the ways development is measured.

Explain the causes of uneven development.

Explain and evaluate the best method of closing the gap.

Religious Studies

Composite

Topic

Components

1. What is belief?

2. Baseline Assessment 3. Does God Exist?

Half Term 1 Do words have power?

Christianity

4. How can we know God? 5. Who is Martin Luther King 6. What did Martin Luther King do?

7. Martin Luther King and Christianity 1. What is Purposeful Living?

Half Term 2

What is Purposeful Living?

Hinduism

2. How do Hindu beliefs influence their actions?

3. What impact does the Caste system have on Hindus?

4. Who is Mahatma Gandhi?

Threads of Knowledge

Ethical dilemmas Ethical dilemmas Beliefs and Practices Religious and Cultural identity Beliefs and Practices Ethical dilemmas Beliefs and Practices Religious and Cultural identity

Assessment End point Core arguments for and against the existence of God, the life, actions and Christian beliefs of Martin Luther King Divergent views about meaning and purpose, core Hindu beliefs: Karma, reincarnation, Samsara and how these influenced the life and actions of Mahatma Gandhi

Disciplinary Knowledge Knoweldge Critical Interpre Reflectio and thinking Empathy tation n and understan and and and Evaluatio ding of Evaluatio Respect Analysis n religion n X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Spanish Composite

Vehicle (Topic)

Components

Half Term 1

Half Term 2

At home/En Casa. Describing where I live.

What’s your house like?

Home and Daily Life

Threads of Knowledge Present Tense Verb Endings Nouns Adjectives Past Tenses Future Tenses Opinions Cultural Understanding

Listening X X X X

Speaking X X X X X X X

Reading X X X X

Writing X

X

X

X X X X

Assessment End point: Pupils will be able to read a short passage using correct pronunciation describing where they live, the location, what rooms are in their house with descriptions and what rooms they would like to have in their house.

Present Tense

X

X

X

X

X Future Tenses X Past Tenses What’s your bedroom like?

X X X X Nouns X X X X Adjectives X X Opinions Assessment End point: Pupils will be able to read a short passage using correct pronunciation describing where they live, the location, what rooms are in their house with descriptions and what rooms they would like to have in their house.

X X X X Present Tense X X X Nouns X X X Adjectives Assessment End point/Christmas Assessment: Pupils will be able to identify different rooms of the house with descriptions, different house locations and identify which statements are true when a bedroom is being described.

Pupild will be able to understand a variety of different texts describing where people live and what activities people do at home.

What activities do you do at home?

Life Skills (PSHCE)

Half Term 2

Rule of Law

Half Term 1

Mental Health and First Aid

Threads of Knowledge

What influences our mental health?

Wellbeing

What are stress and anxiety?

x x

How can we challenge attitudes towards mental health?

x

How does social media affect our views on body image?

How can you protect yourself emotionally online?

How can I deal with a first aid emergency? breaks & cuts How can we be more active in improving our academy? (FBV) Why do we need laws? Rule of Law (FBV) How are laws made?

British Values What happens when you break laws?

Why does visual content have age limits?

How does our country differ from others?

Democracy [FBV] What is FGM?

Health and Wellbeing

Living in the Wider World

Application and Reflection

Components

Values and Attitudes

Topic

Skills Development Decision Making, Problem Solving, Communication

Composite

Knowledge and Understanding

Disciplinary Knowledge

x x

x x

x

x

x

x

x

x

x

x

x

x

x

x

x x x x

x x x

x

x

x

x

x

x x

x x x x

x

x

Half Term 1

Half Term 2

Can you build on your understanding of the formal elements through the exploration of artists and art techniques?

Threads of Knowledge

Responding

Components

Recording

Topic

Investigating

Composite

Experimenting

Art

The How to use line to create echo Line Formal drawings.

Elements Organic Shapes inspired by Matisse Shape

X X

X

X

X

Tessellating pattern – M. C. Esher

X

X

X

X

Pattern

X

How to create visual texture using Texture refined drawings skills.

X

Tonal values, highlights and shadows. Applying Tone to a organic shape.

X

Tone

Colour theory – Secondary colours, Colour harmonious colour and colour mixing.

X

X

Assessment points: Shape - identifying organic shapes and using them to create a collage inspired by the artist Henri Matisse. Colour - Using pencil colour to layer up and create a blend of smooth harmonious colours.

INVASION GAMES

Half Term 1

Effective passing and recieving Spacial awareness Teamworking skills Football, netball, outwitting your opponent Rugby

shooting techniques effective competition

x

Physical Skills Physical Skills Leadership Tactics and Techniques Tactics and Techniques Leadership

Outwitting an opponent Healthy Lifestyle Choices Improving performance

Threads of Knowledge

Fitness and Conditioning

Components

Rules and Regulations

Vehicle (Topic)

Fundamental skills

Composite

Tactical Understanding

Disciplinary Knowledge

PE

x

x x x

x

x

x

x

x x

x

x

AESTHETIC SPORTS

Half Term 2

Assessment End point: Pupils are assed in 2 key areas; LEADERSHIP SKILLS & PHYSICAL SKILLS. In Year 8, pupils need to be able to lead a small warm up, approximately 5-8 students and be able to confidently identify and stretch key muscle groups. Pupils should have a developing knowledge of some bones. They will be assessed on their ability to demonstrate developing physical skills and tactics in invasion games.

Dance

Development of actions, dynamics, space and Physical Skills relationship Performing 2-3 different styles of dance Interpratative

x

Linking themes and motifs to performance

Interpratative

x

Developing performance skills

Interpratative

Working as a group, duet and/or solo

Leadership

Evaluating choreography and performance

Leadership

x

x

x x x x x x

x x

Assessment End point: Pupils are assed in 2 key areas; LEADERSHIP SKILLS & PHYSICAL SKILLS. In Year 8 pupils need to be able to lead a small warm up, approximately 5-8 students and be able to confidently identify and stretch key muscle groups. Pupils should have a developing knowledge of some bones. They will be assessed on their ability to demonstrate developing physical skills and performance skills in aesthetic sports.

Music

Disciplinary Knowledge

Half Term 1

Can I rehearse and refine my performing skills?

Composite

Topic

Components 1. How is pitch written down in music? Notation 2. What is a major scale?

3. Using sharps (and flats) learning Fur Elise Major scales and Beethoven using the 4. Learning to play Fur Elise keyboard 5. Rehearsing and refining Fur Elise 6. Performing Fur Elise

Threads of Knowledge Pitch Pitch, rhythm Pitch, rhythm, structure Pitch, rhythm, structure Pitch, rhythm, structure, texture Pitch, rhythm, structure, texture

Listening

Performing Composing Rehearsing

x x x x

x x x

x x x

x

x

x

x

x

x

Half Term 2 2

Can I explore the use of pitch?

Assessment: Show understanding of pitch (treble clef, sharps and flats) and rhythm (semiquaver, quaver, crotchet, minim) through playing Fur Elise accurately

Chinese and Indian music (scales)

1. What does Chinese music sound like? What Pitch, structure, rhythm is a pentatonic scale?

2. Can I play a melody using the pentatonic Pitch, rhythm, timbre scale?

3. Can I add improvisation to the melody?

Pitch, rhythm, timbre

x

x

x

x

x

x

x

x

4. Can I practise and perform a pentatonic melody and improvisation?

5. What does the music of India sound like?

Pitch, rhythm, timbre

x

x

x

x

Pitch, rhythm, timbre, structure, texture Pitch, rhythm, timbre, structure, texture

x

x

x

x

x

x

6. Can I perform and improvise Indian music?

Assessment: Use scales (pentatonic and rag) to perform and improvise music

D&T

Half Term 1

Half Term 2

Can I design and manufacture a How do you design and make a night light product based the Memphis Design using circuits and components? movement?

TK - Technical Knowledge

EC-Evaluating

EB-Evaluating

EA-Evaluating

Threads of Knowledg e

MB-Making

Components

MA- Making

Vehicle (Topic)

DB - Designing

Composite

DA-Designing

Disciplinary Knowledge

What is sustainable housing?

Evaluating DA 2 EB2 How do materials used in building Design & DA 2 differ based upon culture and location? Evaluatiing DA11 What is the Bauhaus movement?

Evaluating EC1 Designing using Bauhaus principles Design DB5 DB6 DB9 Electronics DA1 What are electronic components?

Technical TK2 TK4 Knowledge TK18 Create nets using CAD Design DB1 DB6 MA7 TK17 Manufacture a circuit using soldering Making MB 2 5 6 78 techniques Assessment End point- Pupils will know: What sustainable housing is and how materials used in buildings can differ based upon culture and location.

The Bauhaus movement and how to correctly identify products in that style.

How to combine ideas from a range of sources to generate creative ideas based upon the Bauhaus movment.

Using 3D CAD for prototyping Design & Making DB3 MB10 MB2 TK17 Designing using Create a 3D model from a 2D net Making Using problem solving to test faults Evaluating CAD/CAM in circuits EA5 Evaluation Evaluating EA 1 5 Assessment End point- Pupils will know: The basic components needed to make a Night light circuit and what the circuit symbols are.

How to safely and accurately manufacture the circuit using soldering skills.

How to use 2D and 3D CAD software to make nets and design prototypes.

How to use a range of manufacturing and testing techniques to assemble a fully functioning card based final product.

How to evaluate their final product against the original specification and suggest further improvements and modifications that could be made to their product.