Year 8 Curriculum 2023-4

Year 8 Curriculum 2023-2024

Contents

Deputy Head Academic

Mr Brennan

Head of Middle School

Mr Lawrence

Head of Academic Support Mrs McEwan-Cox

Page

Subject

Head of Department

3

Foreword

Mr Brennan

4

Art & Design

Miss McMillan

5

Biology

Mr Glanville

7

Chemistry

Dr Hobbs

8

Computer Science

Mr Ovia

10

Design and Technology

Mr Vincent

13

Drama

Mrs Morris-Wolffe

16

English

Mr Wheeler

18

French

Mr Bardou

20

Geography

Mrs Edwards

21

German

Mrs Hanlon

23

History

Mr Clark

25

Latin

Dr Joyce

27

Mathematics

Miss Harrison

29

Music

Mr Duguid

31

Physical Education

Mr McIntosh

33

Physics

35

Spanish

Ms Adams

36

Theology & Philosophy

Mr Davis

38

Key Skills

39

PSHCEE

Mr Kerr

Mr Bass

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Foreword This booklet outlines the curriculum that your child will be studying this year in each subject. This will allow you to further support your child in their studies at home. Of course, if you have any concerns or questions, do please contact your child’s tutor in the first instance.

Year 7 was an exciting year for many of the pupils as they made new friends, discovered new hobbies and developed new passions for subjects they had not studied before. Year 8 is equally as rewarding and certainly as challenging.

As you are aware, on entry to the School, all pupils study a broad and varied curriculum. As they progress through the School the number of subjects the pupils study decreases in order to allow room to study subjects at a deeper level. The pupils chose to study two languages at the end of Year 7 having experienced all three modern languages throughout their first year. I am sure they will enjoy the increased curriculum time that they have in each chosen language.

In Year 8 we stream pupils in Mathematics to allow the pace of lessons to be planned appropriately for all the pupils in the class. Pupils can, and do, move between classes throughout the year to ensure that they are gaining the most out of the class they are in.

There is a suggested further reading list at the bottom of each curriculum summary; these are provided as an indication of what pupils might like to read if they wish to extend their knowledge further still.

At the end of this year each pupil will be asked to select certain subjects that they would like to continue into Year 9. Currently the pupils study Latin, Drama, Music, Art, Computing, and Design and Technology. In Year 9 they only study three of these subjects, each of which is given increased curriculum time. Pupils will be given more information regarding this in time to make a decision in January.

I wish them every success this year.

Mike Brennan Deputy Head (Academic) Habs Boys

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Art & Design Aims and Objectives

In Year 8 the aim of the Art & Design course scheme is to further develop pupils’ ability to demonstrate a personal, enthusiastic and creative response to an idea, theme or subject, fostering self-awareness, independence and confidence through practical involvement in the subject. New and more complex approaches to the practical and contextual elements of Art & Design will be undertaken.

Term

Autumn

Topic

Graphic Communication

Description Design Meeting a brief Print making Mark making Propaganda Collage Poster design Constructivism Photography/Mixed media

Develop, express and realise ideas with confidence. Exploit what you have learnt from taking creative risks and from your understanding of creative processes. Can express reasoned judgements about your own work and that of others.

Art and Issues

Explore the potential of materials and techniques analytically to make confident refinements to your ideas.

Synthesise knowledge gained from artists or designers and your own experimentation to extend your work.

Informed opinions

Spring

Summer

Architecture

Craft & Culture

Pupils should be able to

Changes in culture and society Perspective Colour pencil Pen work Illusions of space Accuracy Imagination Urban sketching Architectural movements

Magnification Pattern Community Inspiration Reflection

Analyse and critique aspects of your own and others’ work, identifying how meaning is expressed. Record carefully and thoroughly from observation with confident drawing skills. resent your work effectively and personally throughout your project.

Complete your outcomes showing confident manipulation of the formal elements to express ideas.

Make confident connections to the work of artists or designers in your outcomes.

Make confident use of evaluation to fully refine and realise your outcomes.

Suggested further reading: The 20th Century Art book by Phaidon The 50 Artists You Should Know series published by Prestel

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Biology Aims and Objectives

In Year 8 the Biology scheme of work builds upon the laboratory skills developed in Year 7. How science works is embedded in the lessons and they are specific focus during practical work. The Year 8 scheme of work is based on five topics. The first 4 topics will be taught sequentially with a test at the end and the British wildlife lessons are be taught seasonally in the designated half term.

1. Origins (5 lessons: 4 content + test)

2. Unseen world (5 lessons: 4 content + test) 3. Movement (5 lessons: 4 content + test) 4. Ecology (5 lessons: 4 content + test) 5. British wildlife (5 lessons) Topic

Description

Pupils should be able to

Topic 1 Origins

Understand how the organisms are adapted to their environment.

To know a range of examples of adaptions.

Understand how organisms evolve by the process of natural selection.

Explain the process of natural selection.

Understand the role of extinction in evolution.

Know a range of examples of natural selection including evolution of humans.

A thorough introduction to the types of microbes.

Understand the importance of microbes in biological process and environments.

Adaptations Evolution and Natural selection Human Evolution Extinction Topic 2 Unseen World Soil Fungi and decomposition

Laboratory practical to investigate antibiotic effectiveness.

Microrhiza

Understand the importance of antibiotics and how to reduce antibiotic resistance.

Antibiotics Topic 3 Movement Muscles and joints

Understand how muscles function to enable movement.

Dissection

Understand how the nervous system controls muscles.

Controlling muscles

Learn how to carry out a dissection.

Topic 4 Ecology

An introduction to the study of ecology.

What is Ecology?

How to measure and monitor populations.

Populations Human influences 1

Understand some of the ways humans change ecosystems.

Carry out a dissection safely.

Describe the control and functioning of muscles to enable movement of bones.

Understand how to measure populations of plants and animals.

Start to develop an understanding environmental

Human influences 2 Topic 5 British Wildlife Trees

An introduction to a range of British wildlife. Taught seasonally to enable pupils to gain an appreciation of

Know a range of examples of British wildlife and their role in ecosystems.

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Migration Invertebrates

changes to natural habitats throughout the year.

Understand how habitats change during the seasons.

Birds Mammals Weed or wildflower?

Suggested further reading Why Evolution is true Jerry Coyne.Last chance to see Douglas Adams and Mark Carwadine.

British Wildlife: A photographic guide to every common species.

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Chemistry Aims and Objectives

In Year 8 the aim of the Chemistry scheme of work is to reinforce and build upon the laboratory skills developed in Year 7 and to engage more rigorously with some key chemical concepts. Solubility, the Reactivity Series and Making Salts from Acids are the main subject areas covered. In addition, the application of the reactivity series to iron extraction and rusting is studied, and the dual skills of writing formulae and balancing equations are developed.

Term

Topic Formulae and Equations

Autumn

Spring

Summer

Making Salts from Acids Reaction of Metals with Acids Preparation and properties of hydrogen Fighting for oxygen Metal displacement in solution Application of Reactivity Series Metal extraction Limestone and the Lime cycle Hard water Junior Science Fair

Description

Pupils should be able to

Writing & balancing chemical equations Reactions of acids

Reactivity series Extracting metals Metal carbonates Project work

Answer questions on these topics using or applying their scientific knowledge and understanding.

Answer questions on these topics using or applying their scientific knowledge and understanding.

Suggested further reading: Chemistry in 100 Numbers by Joel Levy World records in Chemistry by Faust/Kraus

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Computer Science Aims and Objectives Computers, for some time now, continue to be an essential part of home appliances, automotive vehicles; smart phones; games consoles; weather predictions, among other uses. Since computers affect our daily lives, in computer science we emphasise and help our students understand how computers are used to solve problems and meet people’s needs.

This understanding of how to solve problems and the ability to apply necessary skills in a variety of environments give our students much needed preparation for future engagements.

Technology is ubiquitous therefore, in addition to the knowledge and understanding of computers, our students will be challenged to use computers safely and carry out tasks with a variety of projects. These will include understanding computer networks, text-based-programming as well as coding using a visual outcome-based coding platform.

Ultimately, we want our students to use computers to make positive references of the world, providing opportunities to be creative and to innovate, giving them a good foundation as they decide how they engage in this environment in the coming years.

Term

Topic

Description

Pupils should be able to

Recap on Scratch with a short activity

Introduction to basic commands Procedures and variables Colours Project plan and design Implementation Global mindedness is introduced as students design flags and lamdmarks from countries around the world

Learn the fundamentals for computational thinking and coding, using the language Logo, to enable them to design and code a graphical house; documenting all stages. Develop their understanding of computational thinking and understand how to create a seasonal.

Logo programming Autumn Logo programming

Spring

Computational thinking and logic

This unit includes many novel activities to introduce key topics.

For example, logical deductions and logical puzzles are used to show logical thinking, water pipes are used to introduce logic gates, network topology is used to show how mazes can be solved and phone messaging is used to demonstrate decomposition.

One lesson contains a practical activity in Scratch. This can be carried out in an online version if the software is not installed.

Students are not expected to have prior Scratch experience to complete the task. A paper alternative is given. Other problems can be solved through online software or paper solutions.

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•

• •

Be able to ask logical questions to solve problems Know the common Boolean operators: o AND o OR o NOT Know different logic gates including: o AND gates o OR gates o NOT gates Understand what an algorithm is Create a sequence of instructions to achieve a goal

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•

networks

This is a theoretical unit covering the basic principles and architecture of local and wide area networks. Pupils will learn that the World Wide Web is part of the Internet, and how web addresses are constructed and stored as IP addresses. Client-server, peer-topeer networks and the concept of cloud computing are all described.

Ways of keeping data secure and simple encryption techniques are also covered. In the final lesson, pupils will sit a multiple choice test which will form the Unit assessment.

• • • • •

•

• •

Summer

Introduction to python

The focus is on getting pupils to understand the process of developing programs, the importance of writing correct syntax, being able to formulate algorithms for simple programs and debugging their programs. The pupils’ final programs are put into a learning portfolio with evidence of correct running, for assessment purposes.

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•

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Python Programming challenges

Practical task of varying challenges

State that the Internet is a wide area network and the world wide web is part of the Internet Define the meaning of the terms “domain name”, http protocol Explain the basic principle of packet switching Give examples of LANs and WANs State three different network topologies Describe what is meant by a client-server network and state some of its advantages State why some transmissions are encrypted, and use a simple algorithm to encrypt and decrypt a message Run simple Python programs in Interactive and Script mode Write pseudocode to outline the steps in an algorithm prior to coding Write programs using different types of data (e.g. strings and integers) Correctly use different variable types (e.g. integer and floating point), assignment statements, arithmetic operators Use comments to document their programs and explain how they work

Complete different level’s of difficulty of code

Suggested further reading: Compute-IT: Student's Book 1,2 and 3 - Computing for KS3 – by Mark Dorling @BBCClick BBC Bitesize KS3 - Computer Science http://teach-ict.com

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Design & Technology Aims and Objectives

In Year 8 the aim is built upon the technical work that the pupils have experienced within their Year 7 programme of study. The focus of Year 8 is to introduce pupils to 3D CAD, Robotics and Computer control. Students will also look at inclusive design and examine how people with limited hand movement and precision and poor eyesight can be considered when designing.

Term

Topic

Description Introduction to the engineering involved in designing a Formula one car.

Introduction to 3D CAD: F1 in Schools

Pupils become proficient users of 3D CAD systems (OnShape).

They investigate, design and model their design on computer.

CAD models are tested using CFD (Computational Fluid Dynamics) software to analyse flow over their design to assess aerodynamics, lift and drag, this will give the pupils valuable analytical data with which to develop their design and reassess its improvement over the original.

Students also consider brand identity and how graphics can be used in the design of products.

Autumn

Introduction to basic electronics. Principles and components

Introduction to basic electronic systems: Inputs, Processes and Outputs Pupils will be learning about simple circuits and the use of active and passive components and how they can be bought together to make functional systems: Components: Passive: Resistors & Diodes

Pupils should be able to Understand and apply 3D CAD Skills including Workplanes, Selection Tools – Edges, Faces, Components, extrusion, chamfering, radii.

Apply advanced modelling techniques including Lofts and revolution.

Manipulation of Components Apply Theory associated with car design Scale Aerodynamics Computer Aided Design and Manufacture Computerised simulation and testing Wind Tunnel Testing Understand brand identify and design their own team logo

Describe simple system diagrams and describe what Inputs, process and outputs are in regard to electronic systems.

Be able to design simple sensing circuits to drive useful outputs.

Inputss: LDR, Thermistor, Buttons Outputs: LED, transistors, motor Driver ICs, LDRs, Addressable LEDS, Motors

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Introduction to Programmable Microcontrollers

Introduction to programmable electronics using the Arduino microcontroller as focus.

Pupils become competent in using circuit design software – TinkerCAD and CircuitWizard.

Robotics Spring

Electronics: Circuit Design Construction and prototyping and testing

They utilise their growing understanding of electronics to create a Bluetooth controlled robot.

Construction of robot PCB: • Soldering Arduino • Soldering Motors and diodes.

• Programming Assembly, programming and testing of product.

Exploring and experiencing what it means to have different needs.

Inclusive Design Focus: Pupils look at and experience some of the issues concerned with an elderly population Inclusive Design Focus: Ideation and Modelling Summer

Pupils are given the initial design challenge of producing a salt and pepper shaker that is inclusive in its design.

Inclusive Design Focus: Free design task

Pupils discuss the problems faced by the elderly and use arthritis simulation gloves and visual acuity glasses to gain empathy for the challenges faced.

Development of how pupils respond to a ‘broad’ brief.

Pupils explore: Creative Thinking Idea generation (Ideation) Avoiding Design Fixation Modelling and Prototyping Basic Prototyping techniques Getting and Assessing feedback.

Using datum products effectively.

Concept Presentation The final aspect of the year invites pupils to use what they have studied to develop their own product with an inclusive design focus.

Students are able to control simple inputs and outputs and recognise where traditional electronics gives way to programmable systems and the reasons why.

Apply circuit design principles and data sheets in order to devise a design for their robot’s PCB (Printed circuit board) Are able to work with electronics to produce functional systems.

Pupils understand simple testing techniques and fault finding.

Flowcharts and System Planning Objective Testing and Reporting

Are able to investigate a context fully and be empathetic in their approach to some of the problems society will face.

Have an understanding of how population statistics can help us predict what products and services may need to be developed in future Continue to develop their approaches to creativity.

Understand how to prototype products and how concept development is approached.

Apply knowledge and approaches from the year’s learning.

Suggested further reading: The Decision Book by Mikael Krogerus Design Museum: Contemporary Design Exactly – Simon Winchester

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Drama Aims and Objectives

To reinforce and develop the skills explored in Y7: • • • • • • • • • • • • •

An appreciation of drama as “serious play” An awareness of how to bring energy to and “be ready” in a space An awareness of the rehearsal room as a space for experiment, exploration, risk-taking and mistake-making Ensemble skills: awareness of others – how to connect with, listen to, affect and react to others.

Physical and spatial awareness and the importance of non-verbal communication Storytelling and devising skills Approaches to character (how to create authenticity and truth) Approaches to text and the page to stage process Tuning into their instincts as a performer and developing the ability to be in the moment An ability to evaluate and reflect on their own work and that of others.

To further develop a sense of play.

To develop the discipline, clarity and precision of non-verbal communication.

To develop awareness of the performer/ audience relationship

In addition: • • •

To explore the discipline and skills needed in mask work To introduce the different types of stage space and the ways in which they can influence performance, audience experience and design choices To introduce the fundamentals of lighting design.

Term

Topic

Description Games and exercises to recap and reinforce awareness of the process and ethos of the rehearsal room, to create a culture and language with which to work and to develop basic ensemble and storytelling skills:

Autumn

Drama as “Serious Play” Ensemble Culture Pre-Mask and Mask Work (with Trestle Basic and Intermediate Masks)

• • •

•

• • •

how to play learning to take risks and fail, how to listen and become both more self aware and aware of those around you. taking responsibility for creativity – “The play is in the room” physical work/ non verbal communication, group/ ensemble awareness trust and listening skills

Pupils should be able to demonstrate: • they are “ready” to work and to play • group and social awareness (listening, observing, cooperating, negotiating, making decisions, taking risks, being flexible and “in the moment”; trusting others and the corporate endeavour, move around a space with confidence, generosity and control) • concentration, confidence, control and creativity in the use of the body to communicate meaning and create effects for an audience.

• awareness of the ways in which space and movement can 2022 Page | 12

•

Finding stories through play

Pre-mask games and exercises

•

Mask Work with basic and intermediate masks Development and performance of short devised mask pieces

•

• • •

• • •

•

•

• •

communicate meaning and begin to evaluate their effects. an appreciation of the ethos of the rehearsal space and the importance of play and discovery. awareness of what creates meaning and engagement for an audience awareness of the importance of clocking effective clocking an awareness of the Dos and Don’ts of mask work passing the focus, creating a clear focus punctuation and clarity/ economy of movement awareness of the power of stillness and silence to add clarity, punctuation and meaning for an audience awareness of how to create clear, engaging stage pictures creation of character through physical choices – e.g. leading with different parts of the body to find the walk.

The concept of countermask Response to feedback from teacher and peers

In addition to the above:

Approaches to a text Spring

Development of Ensemble Devising and Physical Skills

Exploring a scripted play (for example Haroun and the Sea of Stories, The Odyssey) and exploring ways of approaching text and making the words authentic.

Finding opportunities in the text to include physical and ensemble work in order to tell

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A further appreciation of ways in which stories can be told on stage A more sophisticated appreciation of the ways in which credible characters and a sense of truth can be created. an awareness of and a commitment to the 2022 Page | 13

the story in a clear and engaging way.

Exercises and games which consolidate and develop ensemble and physical work

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Summer

Status and Intentions Culminating in Performance Approaches to extracts from Romeo and Juliet

Introduction to concept of Status and the ways in which a performer can use voice, body face, eye contact and space to convey status.

Introduction to the idea of intentions and the link to status.

power of the collective imagination.

A developing ability to appreciate and evaluate the work of others.

A more sophisticated understanding that the process of creating drama has its own intrinsic value and that a final performance is not the most important aspect.

An increased awareness of the “page to stage” process A developing ability to use basic rehearsal techniques to explore the ways a performer can make clear choices to create meaning and a sense of truth for an audience.

In addition to the above: • An awareness of status and how it can change • Awareness of the importance of pursuing intentions and how these are related to status and status relatinships • Response to feedback from teacher and peers

Suggested: Age appropriate live theatre at venues such as The Unicorn, The National Theatre, The Globe, The Bridge Theatre, The Young Vic and The Old Vic.

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English Aims and Objectives In Year 8, our aim is that all pupils develop as active and responsive readers and writers. We view reading and writing as reciprocal acts: reading supports pupils’ writing, and writing brings to light pupils’ reading. Through reading and writing, pupils have the opportunity to develop culturally, emotionally, intellectually, socially and spiritually.

One of our key objectives is that each pupil can write ably and knowledgeably about a range of texts. At this stage, pupils should be confident in constructing an interpretation following analysis and reflection of a range of texts and their features. Every pupil will study the ways language is used to construct meaning in texts. As pupils develop their understanding of the function and effect of textual features in different forms and genres, they will consider different perspectives, their own included. Pupils are encouraged to inhabit characters, hear their voices and see the world through the eyes of others; this enhances each pupil’s knowledge and understanding of the world and themselves.

There will be plenty of opportunity for writing imaginatively, including stories, scripts and poetry. Pupils will be encouraged to consciously craft their work, and will be taught to write accurately, fluently and effectively.

Primary text types: at least one of these text types will form the backbone of your child's experience across this term.

They may explore a longer text across the whole term, or a range of shorter texts. In this case not all texts need to be from the primary text type.

Primary writing focus: at least three pieces of writing your child completes across the course of the term will be of this type. In addition, they will do a wide variety of speaking and listening activities, as well as other types of writing .

Term

Autumn

Spring

Summer

Primary text type Novel/short stories/other prose fiction. E.g.: • The Hound of the Baskervilles Arthur Conan Doyle • The Curious Incident of the Dog in the Nighttime - Mark Haddon Shakespeare/drama, e.g.: • Frankenstein – Philip Pullman or Nick Dear • Twelfth Night Poetry/non-fiction, e.g.: • Notes from a Small Island – Bill Bryson • The Diary of Anne Frank • War poetry

Primary writing focus

Pupils should be able to

PEA+: Analysing character, language and structure.

Produce at least three clear and increasingly detailed pieces of analytical writing, using PEA+ to explore the text(s) they are studying.

PEA+: Analysing character, language and structure.

Produce at least three clear and detailed pieces of analytical writing, using PEA+ to explore the text(s) they are studying.

Creative: Writing to explore/imagine/describe and argue/persuade/review

Produce at least three high-quality pieces of creative writing to suit a range of tasks and audiences.

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Suggested further reading: CORMIER Robert: After the First Death This tense story, told from different viewpoints, is set aboard a bus full of schoolchildren that has been hijacked by terrorists.

SEDGWICK Marcus: Revolver Sig is guarding his father’s corpse in their cabin in the Arctic when a frightening stranger comes to the door.

DAHL Roald: Boy and Going Solo Two volumes of Roald Dahl’s autobiography written in his inimitable style.

HEMINGWAY Ernest: The Old Man and the Sea The story of an aged fisherman called Santiago and his battle to catch a large marlin.

ORWELL George: Animal Farm When animals take over their farm from the tyrannical farmer they believe life will be better, but are all animals as equal as they have been led to believe?

CONNOLLY John: The Book of Lost Things Twelve-year old David enters a sinister fantasy world that rivals anything created by the Brothers Grimm.

NESS Patrick: Chaos Walking trilogy (The Knife of Never Letting Go, The Ask and the Answer, Monsters of Men) Todd Hewitt lives in a world inhabited only by men who can hear one another’s thoughts. One day he discovers a patch of silence and so begins a heart-stopping adventure.

PULLMAN Philip: His Dark Materials trilogy (Northern Lights; The Subtle Knife; The Amber Spyglass) Exciting plots dealing with big ideas: these books are modern classics.

SUTCLIFF Rosemary: Eagle of the Ninth Marcus Flavius Aquila wants to know the truth about his father’s disappearance along with the rest of the Ninth Legion in the wilds of Northern Britain.

PAVER Michelle: Dark Matter Tense and atmospheric tale of strange happenings on an Arctic expedition.

HADDON Mark: The Curious Incident of the Dog in the Night-Time Christopher wants to solve the mystery of the death of his neighbour’s dog by using the methods of his hero, Sherlock Holmes.

The Rattle Bag and The School Bag: HUGHES Ted and HEANEY Seamus (editors) BLACKMAN Malorie: Noughts and Crosses A Romeo-and-Juliet style love story set in a racist dystopia.

MORPURGO Michael: Private Peaceful The poignant story of two brothers before and during the First World War. PEET Mal: Tamar Two young Dutchmen, who have been trained in England as spies, are parachuted into the Netherlands to help with the war effort during World War II. MANKELL Henning: A Bridge to the Stars Joel lives with his father in the cold northern part of Sweden. At night he often sneaks out of his father's house to look for a lonely dog he has seen from his window.

SEDGWICK Marcus: Blood Red, Snow White Set in the rich and atmospheric landscape of Russia during the revolution that sent shockwaves around the world, this is the partly true story of Arthur Ransome - a writer accused of being a spy.

WILLIAMS Eric: The Wooden Horse This classic escape-and-evasion story is arguably the most ingenious POW escape of WWII. The Wooden Horse became a legend among servicemen long before its publication in 1949.

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French Aims and Objectives

This year builds on the elementary work completed in Year 7, but introduces more irregular verbs in the present tense as well as past and future tenses . Students are encouraged to be creative and express opinions in short pieces of writing and oral work. The students will also gain some understanding of the diversity of the French-speaking world, particularly in Africa and the Caribbean.

Term

Topic

Grammar

Pupils should be able to

Revision of Y7 work, especially free time

Present tense -er verbs and faire

Describe activities that they like to do/not do- eg sports and music

Your town and giving directions

Using aller

Describe their town or local area in detail, say what they do in certain buildings in their town and give opinions.

Using pour + infinitive Autumn

Using il y a/ il n’y a pas Prepositions to describe where places are located Your school and school subjects, a typical day at school

Regular verbs, reflexive verbs in present tense

Give and understand directions to get around a town

Describe their school, give opinions and justifications about school subjects and teachers.

Describe a typical school day with times and reflexive verbs

Food and Drink, diet, meals

Articles-du, de la, des, de l’, de Verbs-boire/prendre Near future: aller + infinitive

Spring

Activities in the past, Describing a holiday in the past.

Describing the weather in the present/past Looking at the advantages and disadvantages of different methods of travel

Summer

Describing people-physical and personality

Talk about what you eat at different mealtimes, opinions of food and drink, eating out Talk about what other people eat.

Look at dishes across the French-speaking word

The perfect tense

Describe what they did in the past, a past holiday, a journey in the past

Brief exposure to the imperfect tense for describing holidays (c’était, il y avait, il faisait)

Describe a holiday in the future using the near future

Prepositions en / à for different methods of transport Adjective agreements Comparatives and superlatives

Describe themselves and someone else

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Ordering food and drink in a café or restaurant

Create a conversation in a café/restaurant/shop

Shopping for food and for fun

Describe a shopping trip/meal out in the past/future

Film study: Les Choristes Produce a film review with opinions Suggested further reading: Bonjour magazine issued 4 times a year Maryglasgowplus.com www.vocabexpress.com www.languagesonline.org.uk www.linguascope.com

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Geography Aims and Objectives

The Year 8 Geography course has a focus on the Geography of the UK. It explores a range of physical and human Geography topics to give the students an appreciation of the world around them on a ocal and national scale.

Term

Topic

Geology

Description

The main types of rock and the rock cycle. The geology of the UK – Peak District focus

Autumn

Glaciation

Spring

Changing Places

Glacial processes and landforms in the UK

Urban regeneration to include Stratford and the Tottenham Hotspur stadium. The issues surrounding the construction of HS2.

Geographical Enquiry

Local fieldwork enquiry with a focus on sense of place.

Coastal issues

Human activity and management in coastal environments – energy production, fishing, tourism.

Summer

Pupils should be able to Describe the differences between igneous, sedimentary and metamorphic rocks.

Understand the processes that form rocks. Understand why UK landscapes vary and how to read OS maps.

Understand how glaciers create landscapes in the UK such as The Lake District and Snowdonia. Understand why human activity in such landscapes can create conflict between different groups of people.

Understand how and why places change and why places are chosen for redevelopment.

Explain why groups of people and locations are affected differently by regeneration and development projects.

Know and understand the stages of geographical enquiry in the context of a local investigation.

Understand why coastal environments are chosen for a range of human activities and how these activities can cause conflict. Describe how these conflicts can be managed.

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German Aims and Objectives

This year builds on the elementary work completed in Year 7. It particularly focuses on the use of present tense verbs, the cases and the perfect tense using the topics given in the grid. Pupils are encouraged to express opinions in short pieces of writing and orally.

Term

Topic

Hallo & Das ist meine Welt (Revision)

Grammar

Pupils should be able to

Present tense singular forms

•

Ich habe & accusative

•

Definite & indefinite articles

• •

Adjective endings Present tense in ALL forms (singular and plural) Gern (sehr gern) and (gar) nicht gern, lieber, am liebsten

Autumn

Meine Freizeit

• •

Irregular present tense verbs lesen, sehen, fahren

•

Asking yes/no questions WO – verb as the 2nd idea

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Introduce themselves and give key personal details Sound out the alphabet in German Talk about their family Describe themselves

Talk about sports & free time Talk about what you like and don’t like doing Say how often you do something Talk about music

Ich mag X gefällt mir (nicht) weil Impersonal expressions using zu & infinitive: Es ist (adjective), ... zu & infinitive In der Schule

Es gibt & accusative Man kann/muss/darf & infinitive Revise time expressions Revise WO: verb as 2nd idea

Spring

Verbs essen & trinken Revision of kein Use of mir & dir Mahlzeit

Ich möchte, ich hätte gern Introduction to the perfect tense with haben Man soll

Revision: • Talk about school subjects • Tell the time • Give opinions of school subjects (new = using weil) • Talk about your teachers • Know basic information about the German school system • Say what there is in the school • Say what the school rules are • Talk about after-school activities • • • • • •

Talk about what you eat and drink Buy food Understand prices Order something to eat Talk about healthy eating Recognise some traditional German dishes, as well as popular dishes from other cultures 2022 Page | 20

Revision of man kann Perfect tense with haben In Urlaub Summer

Key perfect tense verbs with sein Using time sequencers Es war, es gab

• • • • •

Talk about holiday activities Talk about a past holiday Talk about how you travelled Describe the weather Give your opinion on the weather

Revision & Exam prep Film study Suggested further reading: Mary Glasgow magazine (Das Rad) www.maryglasglowplus.com www.vocabexpress.com www.languagesonline.org.uk www.linguascope.com

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History Aims and Objectives

This course explores some key themes and events in World and British history between 1485 and 1800. By the end of the year, pupils should not only have a good knowledge of these historical topics but should also have developed their abilities to respond intelligently to source material and to write analytically.

Term

Topic Exploration: The rise of the Atlantic world Cortes and the Conquest of Mexico

Autumn

Pizarro and the conquest of the Incas The impact of European on, and perceptions of, Native peoples The Rise of the Ottoman Empire The Black Tudors Henry VIII’s break with Rome and subsequent religious turmoil in England

Spring and Summer

Description Christopher Columbus, who was he and what motivated him? What did Columbus discover during his voyages of exploration?

What was the Aztec Empire? What obstacles did Cortes face and how did he overcome them?

Who was Pizarro? What impact did he have on life in South America?

Las Casas – account of Spanish in the Indies •Debate between Sepulveda and Las Casas Constantinople, Suleiman the Magnificent, the decline of Venice What does research into the Black Tudors show us about how historians reinterpret the past?

Henrician Reformation, the dissolution of the monasteries.

The Elizabethan Settlement

Elizabeth I, the Spanish Armada, Mary Queen of Scots

The Sixteenth Century Climate crisis Crisis that leads to the British Civil Wars

Analysis of Geoffrey Parker’s research Tension between Charles I and Parliament, religious factors.

Y8 History Debating competition

Motion: TBC

Slavery and the British Empire

Robert Aske and his World The expansion of the British Empire in Asia

The Triangular Trade and the foundations of Modern Britain. The Caribbean – Plantations and slavery and the slave trade Restoration, Livery Companies, Royal African Company, Exclusion Crisis, Glorious Revolution Mughal Empire, East India Company

Pupils should be able to Description of Columbus .Analysis of the strength and weaknesses of the Aztec Empire.

Source evaluation: reliability, purpose and motive.

Make comparisons to other Empires Understand how historic scholarship challenges preconceptions of the past.

Explain why England broke with Rome Analysis Elizabeth’s strengths and weaknesses as ruler.

Interpret and analyse historical data.

Analysis who and what was to blame for the Civil War.

Analyse whether the Triangular Trade was the main factor in Britain’s industrial revolution.’

Produce a project on Robert Aske and his world Reading and research

Suggested further reading: The Time Traveller’s Guide to Elizabethan England by Ian Mortimer Centuries of Change by Ian Mortimer Shakespeare’s London by Stephen Porter Black Tudors by Miranda Kaufmann Black and British by David Olusoga A Children’s History of India by Subhadra Sen Gupta 2022 Page | 22

Latin Aims and Objectives

In Year 8 the aims of the Latin scheme of work are: to develop an insight into the structure of an inflected language; to discern derivations from Latin and improve command of English; to develop critical insight into the way language is used to express feelings and influence people; to learn about the past through primary sources in the form of written evidence and archaeological remains.

Term

Topic

Description

The Roman Baths Dative singular and plural The Roman education system

Books and writing

1st and 2nd person plural present.

Comparative

Pompeii

Elections and local government

Intransitive verbs with the dative Autumn

The eruption of Vesuvius 1st and 2nd person (singular and plural) imperfect and perfect Life in Roman Britain Infinitive and ‘volo’, ‘nolo’, ‘possum’ The Romans in Britain Infinitive and ‘difficile’/‘necesse’. Adjectival Agreement Cogidubnus Relative clauses Imperfect of ‘nolo’, ‘volo’ and ‘possum’ The palace at Fishbourne

Spring

Pluperfect tense Relative clauses introduced by ‘quos’ and ‘quas’ Roman Alexandria Genitive case Glassmaking in Alexandria Government of Egypt Gender

Pupils should be able to Understand more about the Baths in Roman times Recognise and translate the dative case Understand more about Roman education Recognise the remaining verb person endings Understand more about voting in the Roman world Recognise some verbs which take the dative case Understand more about the eruption of Mt Vesuvius Recognise the remaining past tense person endings Understand more about life in Roman Britain Recognise some common irregular verbs Understand more about the process of Romanisation To identify which adjective agrees with which verb To understand what ‘client kings’ were To recognise a relative clause in Latin To recognise past tense forms of common irregular verbs To find out more about the palace at Fishbourne To translate the pluperfect tense To recognise the different cases of relative pronouns To understand more about the Roman Empire To translate the genitive case To understand more about glassmaking in Alexandria To understand more about governance in the Roman Empire To understand more about gender of nouns and adjectives 2022 Page | 23

Agreement of Nouns and Adjectives

To translate adjectives correctly

The worship of Isis

To find out more about religion in ancient Egypt

Spring festival ‘hic’ and ‘ille’ ‘noli’ and ‘nolite’ and Infinitive Summer

Exam Revision Exam Week present participle ‘is’ and ‘ea’ in Accusative, Genitive and Dative Vocative case Medicine and Mathematics in Alexandria

To translate correctly common pronouns To translate negative commands

For pupils to recognise and translate present participles To recognise other forms of common pronouns To identify the vocative case To understand more about medicine in the ancient Roman world

Suggested further reading: The Eagle of the Ninth by Rosemary Sutcliff Odysseus: The Greatest Hero of Them All by Tony Robinson

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Mathematics Aims and Objectives

In Year 8 we continue to build upon the foundations derived from Year 7. We now take the material and learn how to use it in the context of a problem. Algebra and geometry are now extended to enable the pupils to express their Mathematical ideas with precision and clarity.

Term

Topic

Description

Factors

• •

Divisibility tests Prime factors

Pythagoras’ Theorem

• • •

Find the hypotenuse Find a shorter side Word problems

•

Recap the four rules with whole numbers and decimals.

BODMAS Calculator logic

Rounding and Estimating

Autumn Data Analysis

• • • •

Review of statistical diagrams Calculation of averages

Unit test 1 Ratio and Proportion

Algebraic Expressions

• • • • • • •

Arithmetic: Fractions and Percentages Unit test 2 Algebra 2 Spring Angles, Bearings and Maps

Straight line graphs

• • • • • • • •

Unit Test 3 • Polygons

•

Direct proportion Inverse proportion Ratios Substitution with negatives Multiplying out a single bracket Factorising Percentage increase/decrease, reverse percentages, converting fractions and decimals to percentages

Pupils should be able to Find prime factors and use these to find the HCF and LCM. Use and apply Pythagoras’ Theorem to calculate lengths and solve problems in context.

Use arithmetic operations on whole numbers and decimals.

Rounding to a given number of decimal places or significant figures. Efficient use of a calculator, using brackets.

Draw and interpret bar chart and pie charts. Finding the mean, median, mode and range from a frequency table.

Work with ratios and solve problems involving to direct and inverse proportion.

Substitute into formulae, expand and simplify single bracket expressions.

Work with arithmetic operations with percentages and fractions as well as converting between fractions, decimals and percentages.

Solve linear equations Solve linear equations, Change the subject of a changing the subject of a formula, expanding two formula brackets and use trial and Expand two brackets Use trial and improvement improvement.

Angle facts from parallel Use angle facts from parallel and intersecting lines and intersecting lines to solve problems on bearings and scale Bearings and scale drawings. drawings Plotting linear graphs Plot, determine and interpret the Calculate the equation of equation of a straight line. a straight line Interior and exterior angles in polygons Properties of quadrilaterals

Calculate interior and exterior angles in polygons. State symmetry and properties of quadrilaterals.

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Summer

Volume

•

Circles

•

Revision Internal Examinations Nets and Surface Area

Special Sequences

Find volume of cubes, cuboids, triangular prisms and compound shapes.

Estimate and calculate the Circumference and area of circumference and area of a a circle circle.

Volumes of 3D shapes

•

Nets and surface area of prisms and pyramids

•

Introducing special sequences

Draw accurate nets and calculate surface areas of cubes, cuboids, prisms and pyramids Investigate triangle numbers, Fibonacci sequence, Pascal’s triangle and periodic sequences.

Suggested further reading: How long is a piece of string? by Rob Eastaway Professor Stewart's Incredible Numbers by Ian Stewart Alex Through the Looking Glass by Alex Bellos Things to Make and Do in the Fourth Dimension by Matt Parker Entertaining Mathematical Puzzles by Martin Gardner

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Music Aims and Objectives

In Year 8 pupils will expand their understanding of Popular, Classical and non-Western traditions, building on prior learning in Year 7. There is an increasing focus on critical engagement with music within each topic, alongside the development of student autonomy to enable the development of leadership and teamworking skills through group performance. Composition techniques used to develop and structure ideas are focussed on, to help students organise their thoughts effectively.

Term

Topic

Description

Pupils should be able to •

‘In My Band’ Exploring Styles and Features

Autumn

Song Writing Applying Styles and Features

Spring

Baroque Music (1600-1750)

Students will consider what is meant by ‘Popular’ music and encounter different styles which have shaped that which they encounter today.

The focus of this unit will be on developing an understanding of how songs are structured and how texture is used.

Students will also develop ensemble and vocal skills through group performance.

Students will develop skills in songwriting, immersing themselves in the conventions and exploring their own compositional style.

Techniques around lyric writing, chord sequencing, melodic construction and textural development will be explored and incorporated, building upon prior learning in year 7.

Students will build on prior learning in year 7, continuing to learn about the development of the Western Classical Tradition. This topic will focus on the historical context to the Baroque Period and the key musical characteristics and innovations of the time.

• •

•

•

•

•

•

•

•

•

Recognise the key features of popular styles including Pop, Rock, RnB, HipHop, Soul, Funk and Afrobeat Identify and name typical instruments used in popular styles Understand the flexible nature of verse/chorus form and aurally identify different sequenced structures Identify the four main layers of texture present in most popular music; melody, harmony, bass line and percussion Demonstrate aural learning skills through an A Cappella performance of a chosen popular song in 4-parts.

Apply their knowledge of popular music to the composition of their own song Understand the key aspects of song construction, writing lyrics, developing chord sequences and constructing melodic lines Refine their own compositional technique, exploring and developing their own creative voice

Understand key features of Baroque music such as polyphony, ornamentation and ground bass Develop keyboard skills through performing music from the period by composers such as J.S. Bach and Pachelbel.

Use ground bass as the foundation to a composition, developing melody using ornamentation

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Classical Music (1750-1810)

Indian Classical Music Exploring Raga

Summer Bhangra Creating Musical Fusions

The origins and development of the Classical tradition will be explored through the music of the First Viennese School (Haydn, Mozart and Beethoven) and other key composers such as Joseph Bologne. Key features of the period will be learned through appraisal and performance.

Students will learn about the Raga in Indian Classical Music through the Hindustani and Carnatic traditions. Pupils will also encounter and perform on traditional instruments to develop their understanding of the tradition.

Students will explore the nature of musical fusion through the study of Bhangra music, developed in the UK from the Punjabi folk tradition.

This topic will give insights into ways music can be used as a tool of reinvention across cultural boundaries.

•

• •

•

• • •

• • •

Understand key features if Classical music and how these evolved from the Baroque period Perform music from the period on their own instrument (or voice) Compose a piece of music influenced

by Classical features, using Ternary or Rondo form

Understand the structure of Raga, and the fundamental differences between it and most Western music Develop instrumental Tabla technique Compose and Perform an Alap Compose a Gat

Understand the key features of Bhangra music and how it developed Create a musical fusion honouring two different traditions Utilise music technology to sample and apply effects within a composition

Suggested further reading: Popular Music and Society (Longhurst) Legends, Icons and Rebels: Music that Changed the World (Robinson, Guerinot & Robinson) A Brief History of Classical Music: A Tale of Time, Tonality & Timbre (Wenk) String Quartets and Symphonies of Haydn, Mozart and early Beethoven An Introduction to Hindustani Classical Music (Singha & Benegal) Global Beat Music: The History of the Future of Music (Beres) Grove Online

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Physical Education Aims and Objectives

The Year 8 programme of study progressively builds on the Year 7 programme and is still taught in mixed ability form groups. This repetition and reinforcement of work allows pupils to participate with greater confidence and offers the satisfaction of improved performance in the second year of study.

Carousel

Topic

Description RAMP warm up & FS intro Squat & Hinge movements Push & Pull movements

1

Athletic Development Brace & Rotate movements Jumps & Landings Speed & Acceleration

2

Aquatics

Swim Test & distance swim Front Crawl Back Crawl Breaststroke Assessment Water-Polo

Recap floor work Flight

3

Gymnastics

Intro to Vaulting – mount & dismount Side, Gate & Straddle Vaults Through/Handspring Vault Vault Assessment

4

Gameplay

Catch & Throw Game/Bench ball Scatter Ball/Dodge Ball Rugby-Netball/Ultimate Frisbee Hand Hockey/Danish Longball Indoor Football/Tchoukball

Pupils should be able to Understand how to W.up & use FS safely.

Identify and execute the correct techniques for these movements.

Identify and execute the correct techniques for these movements.

Identify and execute the correct techniques for these movements.

Identify and execute the correct techniques for these movements.

Understanding the concept and execution for explosive movements Measure aquatic stamina Improve FC technique Improve BC technique Improve BS technique Measure time in all strokes over 25m Improve skills in isolation and game play.

Re-visit the year 7 floor skills.

Experience flight and apply gymnastic shapes.

Safely mount and dismount a vaulting box and apply gymnastic shapes.

Complete basic vaults at individually appropriate height vault.

Introduce more advanced vaults at individually appropriate height vault.

Complete two competitive vaults.

Develop the understanding of the transferrable skills, communication and teamwork.

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Game Design Tennis

Outwitting opponents Backhand slice Volley Serve development

5

6

Basic ground strokes

Athletics

Assessment Middle Distance Shot Put Sprints Triple Jump Javelin High Jump

Understand and perform the skills and tactics for singles and doubles tennis.

Understand and perform techniques and tactics for both track and field events.

Suggested further reading: Friday Night Lights by H.G. Bissinger The Sports Gene by David Epstein The Lords of the Rings by Andrew Jennings

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Physics Aims and Objectives

In Year 8 the aims of the Physics scheme of work are to increase the technical vocabulary of the pupils. They will be introduced to the use of models and will cover more of the Key Stage 3 Programme of Study, using a largely experimental approach.

Term

Topic

Description

Pupils should be able to

Classes taught the following topics in this order Solids, liquids and gases

TOPIC A 4 weeks

Expansion of solids Matter and pressure

Pressure – Calculation of personal pressure Gases The Sun – Dangers of naked eye observation Solar System – Planetary scale and movement

TOPIC B 5 weeks

Astronomy

Structure of Universe – Galaxy and Milky way Day and Night cycle Gravity – A force between 2 masses Seasons Earth/Moon system – Phases of moon Turning effect of force

TOPIC C 3 weeks

Moments and Machines

Centre of gravity Equilibrium Machines Conduction – cause of heat flow and nature of the process vibration Convection – fluid medium moves

TOPIC D 4 weeks

Heat

Thermal radiation Vacuum flask Home insulation

Describe the differences between solids, liquids and gases Explain why metals expand when they are heated Use the pressure equation in calculation, including rearranging it Describe the structure of gases.

Understand and calculate pressure in gases.

Explain why it is dangerous to look at the Sun Understand the scale of the solar system, the order of the planets and some of the planets properties Know the structure of the universe Explain why we get day and night on Earth Describe what gravity is, and explain its importance in the structure of the Universe Explain why we get different seasons Explain why we get different phases of the moon Use the moments equation to solve problems Carry out a practical to find the centre of gravity of a 2D object Be able to use the moments equation to balance systems Apply the moments theory to real world scenarios Explain the process of conduction Explain the process of convection Explain the process of thermal radiation Explain how the three methods of heat transfer can be reduced in a vacuum flask Explain how the three methods of heat transfer can be reduced in the home 2022 Page | 31

Energy makes things move – energy sources TOPIC E 4 weeks

Energy transfers Energy Efficiency Fuels: Energy resources

Identify the energy source in various scenarios Identify what energy transfers into in various scenarios and recall that energy cannot be created of destroyed Use the efficiency equation in simple calculations Describe the pros and cons of various methods of power generation

Suggested further reading: Thing Explainer: Complicated Stuff in Simple Words by Randall Munroe Wonders of the solar system by Brian Cox

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Spanish Aims and Objectives

This year builds on the elementary work completed in Year 7. It particularly focuses on the use of present tense verbs and adjectives using the topics given in the grid, as well as introducing the basic future form. Pupils develop a wider range of vocabulary Pupils are encouraged to express and justify opinions in short pieces of writing and orally. We use the Viva1 text book.

Term

Autumn

Topic

Grammar

Pupils should be able to

Module 1 My life

Some review of Year 7 work

Describe your personality

Using gustar + infinitive

Be confident with language acquired in year 7 and be able to describe their characters

Module 2 Free time

Use of cuando + si

Module 3 My school

More on adjectives Use of unos/unas Basic comparisons

Talk about their hobbies and the weather Describe their school subject preferences Compare subjects and teachers

Spring

School continued

Use of hay/no hay

School facilities

Estar verses ser

Module 4 My family

Review present tense

Module 5 My city

Describe family Make physical descriptions Talk about your house and what there is in your town Compare an English and Spanish town Develop cultural awareness

Weekend plans

Use the immediate future tense

Arrange to meet with friends

Tell the time

Summer Film work - Coco/Encanto Poetry reading competition

Verbs poder and querer

Suggested further reading/study : ¿Qué Tal? magazine (Maryglasgow) Alejo y su pandilla 1( reader) www.vocabexpress.com

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Theology & Philosophy Aims and Objectives

In Year 8, the aim is to develop pupils’ level of theological analysis by exploring the response of Hinduism, Buddhism, Sikhism and Jainism to the worldview questions and affording pupils the opportunity to compare and contrast key concepts between religious worldviews. Pupils will also be introduced to philosophical reasoning to improve clarity, accuracy and cogency in expression. The course culminates in a study of mythological symbolism to help pupils understand how diverse cultures have used ‘story-telling’ as a means to answer important worldview questions.

Term

Topic

Hinduism as a Worldview

Autumn

Buddhism as a Worldview

Sikhism and Jainism as Worldviews Spring

Philosophy and Ethics

World Mythology

Summer

Sacred Sites Virtual Tours Project

Description What do Hindus believe about God, the Soul and the nature of reality? What do Hindus believe about Avatars? What do Hindus believe about human nature and the goal of human life? How should I live? Why is there suffering?

What do Buddhists believe about the nature of reality?

What do Buddhists believe about human nature and the goal of human life? How should I live? Why is there suffering?

Pupils should be able to

Articulate responses from a Hindu perspective to some of the ultimate worldview questions.

Articulate responses from a Buddhist perspective to some of the ultimate worldview questions.

What do Sikhs and Jains believe about God, the Soul and the nature of reality? What do Sikhs and Jains believe about human nature and the goal of human life? How should I live? Why is there suffering?

Articulate responses from a Sikh and Jain perspective to some of the ultimate worldview questions.

How do philosophical arguments work? How do we reason philosophically? What are the limits of freedom? How free should speech be?

Understand how to argue soundly and persuasively.

Explain and critically evaluate different ideas about induvial liberty and free speech.

How do myths (stories with meaning) capture and communicate diverse cultures’ responses to the worldview questions studied through the eyes of the major world religions?

Understand the role of symbolism in various myths and the function of narrative as a treasured custodian of traditional and diverse responses to worldview questions.

How does the architecture of a place of worship reveal a culture’s concept of the sacred?

How does it symbolise and communicate an experience of the sacred to the believers?

How do sacred sites convey answers to life’s ultimate questions?

Understand how different religious worldviews are represented through the design of various sacred sites and use this to critically reflect on their own responses to life’s ultimate questions.

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Suggested further reading: Big Questions by Matthew Morrison The Dhammapada The Bhagavad Gita The Puzzle of Ethics by Peter Vardy Brave New World by Aldous Huxley

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Key Skills Foreword The purpose of the Key Skills programme is to develop and nurture skills in our pupils that cut across curriculum areas and that support lifelong learning. These skills will enhance progress and attainment in education, employment, lifelong learning and personal development.

The programme is a key ingredient in the education offered at Haberdashers’. Along with our Academic curriculum and Pastoral care, the key skills programme ensures that we achieve our aims: 1.

2.

3.

To challenge bright pupils to achieve the highest standards To develop a sense of community and shared values To support parents in preparing their child for a fulfilled life

These subjects are non-examined.

In particular the programme will • • • •

Foster the development of non-subject specific skills The early introduction of key skills will ensure that pupils gain an excellent grounding in these skills. This will enhance their progress through later years in the school.

Develop practical skills in communication, digital literacy and study skills which will form a foundation upon which academic subjects can build and through which pupils can attain higher levels of progress.

Ensure that pupils understand the values of our community and apply them to achieve both personal and community success.

The programme covers the following key skills: 1.

2.

3.

4.

5.

6.

Critical Digital Media Literacy Communication, Confidence and Creativity Learning to Learn Relationships and Sex Education (RSE) Careers PSHCEE Resilience Course

Pupils are on a 4-6 week/half termly rotation.

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PSHCEE PSHCEE Jigsaw Secondary Curriculum Units Year 8 pupils will receive a weekly PSHCEE lesson with their Form Tutors. This consists of combining Jigsaw Secondary modules and resources for themed weeks or special topics. In addition, workshops with specialist speakers are organised for all year groups at different times throughout the year. These focus on specific age-appropriate issues such as forming friendships, anxiety, e-safety, substances, physical and mental health and relationships. Workshops are also delivered to parents.