Year 8 Term 1 Curriculum

Year 8

Curriculum Term 1

Year 8 Curriculum

Term 1 2023-24

A Ali

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

Theinformationinthiscurriculumbooklettellsyoueverythingthatyouneedtoknowaboutwhatyourchildwill bestudying,fromSeptembertoDecemberandthekeyknowledgetheywillbedevelopingineachsubjectarea.

Wehavehighexpectationsforeverystudentinouracademyandwefocusontheprincipleofopeningmindsand openingdoorsthroughaworldclasseducationsystem.

Ifyourequireanyfurtherdetailsabouttheprogressthatyourchildismaking,pleasecontactMrAAli,Headof Year8,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,ourSENDco-ordinatorMrsSMcDermott,Stacey.McDermott@rca.e-act.org.uk,whowillbehappy toprovideyouwithfurtherinformationabouthowwecansupporttheindividualneedsofyourchild.

Belowaretheheadsofdepartmentsforeachsubject,ifyouhaveanyspecificquestionsaroundoursubjects, pleasecontactthemviatheemailaddressesgiven.

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

Miss A Jacob

Mrs S McDermott

Mr

Half Term 1

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

Politics and Protest: Romanticism

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

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

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

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

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

Media and Culture x x x

Politics and Protest x x

Half Term 2

Can I identify and analyse structural features of the novel?

Classics: Lord of the Flies by William Goulding

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

Learning from the past x x

Can I recall and summarise part one of the novel? Classics x x

Can I compare the characters of Ralph and Piggy? Identity x x x

Can I recall and summarise part two of the novel?

Relationships x x

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

Can I identify and analyse structural features of the novel?

Media and Culture x x x x

Politics and Protest x x

Half Term 1

Number Application:

Probability

Operations of Mixed and Improper Fractions

Fractions, Decimals and Percentages

Number Application x x

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

Recording outcomes Statistics x x

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 events occurring Statistics x x

Calculating the probability of events happening from tree diagrams Statistics x x

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)

Half Term 2

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

Proportions in play

Conversion of Measure

Geometry x x x x

Compound Measures Geometry x x x

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 Ratio and Proportion x x

Best Buys Number Application x x

Proportions as fractions Ratio and Proportion 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

Half Term 1

Earth: Earth Structure

Components

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

Why do some countries have more earthquakes and volcanoes than others? Big Idea 8: Earth x How are igneous rocks formed and what are their features? Big Idea 8: Earth x

Big Write - Volcanoes Big Idea 8: Earth

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

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

Big Idea 8 Earth - Earth Structure Assessed Work

Identify and describe the layers of the Earth and different types of rocks.

Earth in Space

Earth: The Universe

How are stars formed? Big Idea 8: Earth x What are the effects of the Earth’s motion? Big Idea 8: Earth x How do we measure distances across the Universe? Big Idea 8: Earth x

Big Idea 8 Earth Part 1 Assessment

Describe the formation of stars and how we get seasons.

Half Term 2

Forces and Motion

Forces: Speed

Gravity

How do we calculate speed?

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

How can we investigate the motion of a car? Big Idea 9: Forces x x How can we describe the motion of objects in relation to each other?

Big Idea 9 Forces - Speed Assessed Work

Calculate speed and interpret distance time graphs

Forces: Gravity

Big Idea 9: Forces x

What are the forces that act on an aeroplane? Big Idea 9: Forces x What is gravity?

Big Write - Isaac Newton

Big Idea 9: Forces

Big Idea 9: Forces x

How is weight related to mass? Big Idea 9: Forces x

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

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?

Electrical Circuits

Electromagnets: Voltage and Resistance

What is voltage?

What is resistance?

What is a series circuit?

What is a parallel circuit?

Big Idea 10 Electromagnets - Voltage and Resistance Assessed work

Electromagnets x x

Big Idea 10:

Electromagnets x x x

Big Idea 10:

Electromagnets x x x

Big Idea 10:

Electromagnets x x

Describe voltage, current and resistance and the differences between a series and parallel circuit

Big Idea 10

Static Electricity

Electromagnets: Current

Careers Lesson

What is static charge?

How is static charge produced?

What is an electric field?

Big Idea 10 Electromagnets Part 1 Assessment

Describe how static charge builds up and identify when charged objects will attract of repel.

Electromagnets

Big Idea 10

Electromagnets

Big Idea 10

Electromagnets

Half Term

Composite Topic Components

Threads of Knowledge

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

Disciplinary Knowledge

Explain and analyse historical events and periods studied using second-order historical concepts.

Change and Continuity Cause and consequence Significance Similarity and difference

Analyse, evaluate and use sources to make substantiated judgements, in the context of historical events studied.

Analyse, evaluate and make substantiated judgements about interpretations in the context of historical events studied.

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

What was the impact of the break from Rome on Tudor England?

Social history, religion x x x x x

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?

Why was there an attempt to assassinate James I in 1605?

Democracy and power x x

Democracy and power x x x x

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.

What caused the English Civil War in 1642?

Why did parliament win the English Civil War?

How far did the English Civil War impact on the people?

How has Oliver Cromwell been remembered?

Conflict, Democracy and Power, Religion and the Church x x x

Democracy and power x x x

Democracy and power x x x x

Democracy and power 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 creat ed.

Geography

Composite Vehicle (Topic) Components Threads of Knowledge

Disciplinary Knowledge

Skills

Half Term 1

The importance of the tropical rainforest

Half term 2

The Amazon Rainforest

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

Location and place knowledge, Physical Geography x x

Assessment Point:Distribution and unseen figure: Pupils will be able to describe the global distribution of tropical rainforest. Resources in the Tropical Rainforest. Human Geography, Physical Geography

Causes, impacts and Management of Deforestation

Human Geography, Physical Geography x x x

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?

Human Geography x

Africa with a focus on Ethiopia

Causes and impacts of uneven development.

Human Geography, Physical Geography

Evaluation question: Pupils are able to make a decision on the most impactful reason leading to uneven development. Closing the gap. Location and place knowledge, Human 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

Half Term 1

Do words have power? Christianity

1. What is belief?

2. Baseline Assessment

3. Does God Exist?

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?

2. How do Hindu beliefs influence their actions? Beliefs

What is Purposeful Living? Hinduism

Half Term 2

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

4. Who is Mahatma Gandhi? 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 X X X

Divergent views about meaning and purpose, core Hindu beliefs: Karma, reincarnation, Samsara and how these influenced the life and actions of Mahatma Gandhi

Composite Vehicle (Topic) Components

What’s your house like?

Pupils

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.

What’s your bedroom like?

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.

What activities do you do at home? Present Tense X X X X Nouns X X X

Adjectives X X X

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.

Half

Composite Topic Components

Wellbeing

What influences our mental health?

What are stress and anxiety?

How can we challenge attitudes towards mental health?

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

British Values

Why do we need laws? Rule of Law (FBV) x x

How are laws made?

How can we be more active in improving our academy? (FBV) Living

What happens when you break laws?

Why does visual content have age limits? x x x

How does our country differ from others? Democracy [FBV]

What is FGM?

Half Term 1

Half Term 2

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

The Formal Elements

How to use line to create echo drawings.

How to create visual texture using refined drawings skills.

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

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

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.

Half Term 1

Composite Vehicle (Topic) Components

Threads of Knowledge

Half Term 2

INVASION GAMES

Football, netball, Rugby

Effective passing and recieving Physical Skills x x Spacial awareness

Physical Skills x x Teamworking skills

Leadership x x outwitting your opponent

Tactics and Techniques x x shooting techniques

Tactics and Techniques x x effective competition

Leadership 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 st retch key muscle groups. Pupils should have a developing knowledge of some bones. They will be assessed on their ability to demonstrate developing physical skills a nd tactics in invasion games.

Development of actions, dynamics, space and relationship

Dance

Interpratative x x

Physical Skills x x Performing 2-3 different styles of dance

Linking themes and motifs to performance

Developing performance skills

Interpratative x x

Interpratative x x

Working as a group, duet and/or solo Leadership x x

Evaluating choreography and performance

Leadership x x

Assessment End point: Pupils are assed in 2 key areas; LEADERSHIP SKILLS & PHYSICAL SKILLS. In Year 8 pupils need to be abl e 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 k nowledge of some bones. They will be assessed on their ability to demonstrate developing physical skills and performance skills in aesthetic sports.

Half Term 1

Composite Topic Components

Can I rehearse and refine my performing skills?

Major scales and Beethoven using the keyboard

Half Term 2 2

Disciplinary Knowledge

Threads of Knowledge Listening Performing Composing Rehearsing

1. How is pitch written down in music? Notation Pitch x

2. What is a major scale? Pitch, rhythm x x x

3. Using sharps (and flats) learning Fur Elise

4. Learning to play Fur Elise

5. Rehearsing and refining Fur Elise

6. Performing Fur Elise

Pitch, rhythm, structure x x x

Pitch, rhythm, structure x x x

Pitch, rhythm, structure, texture x x x

Pitch, rhythm, structure, texture x x x

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

Can I explore the use of pitch?

Chinese and Indian music (scales)

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

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

3. Can I add improvisation to the melody? Pitch, rhythm, timbre x x x x

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

Pitch, rhythm, timbre x x x x

5. What does the music of India sound like? Pitch, rhythm, timbre, structure, texture x x

6. Can I perform and improvise Indian music? Pitch, rhythm, timbre, structure, texture x x x x

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

Half Term 1

How do you design and make a night light using circuits and components?

Disciplinary

What is sustainable housing? Evaluating DA 2 EB2

How do materials used in building differ based upon culture and location? Design & Evaluatiing DA 2 DA11

What is the Bauhaus movement? Evaluating EC1

What

Half Term 2

Can I design and manufacture a product based the Memphis Design movement?

Designing using CAD/CAM

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

Create a 3D model from a 2D net Making MB2

Using problem solving to test faults in circuits Evaluating 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.