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
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 Topic
Autumn
Graphic Communication
Spring Architecture
Description
Design
Meeting a brief
Print making
Mark making
English literature
Collage
Poster design
Photography/Mixed media
Political Art (Extinction rebellion)
Informed opinions
Changes in culture and society
Perspective
Colour pencil
Pen work
Illusions of space
Accuracy
Imagination
Urban sketching
Architectural movements
Summer Reflections
Magnification
Pattern
Emotion
Inspiration
Memory
Pupils should be able to
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.
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.
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
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
Adaptations
Evolution and Natural selection
Human Evolution
Extinction
Topic 2 Unseen World
Soil
Fungi and decomposition
Microrhiza
Antibiotics
Topic 3 Movement
Muscles and joints
Dissection
Controlling muscles
Topic 4 Ecology
What is Ecology?
Populations
Human influences 1
Human influences 2
Topic 5 British Wildlife
Trees
Understand how the organisms are adapted to their environment.
Understand how organisms evolve by the process of natural selection.
Understand the role of extinction in evolution.
A thorough introduction to the types of microbes.
Laboratory practical to investigate antibiotic effectiveness.
Understand how muscles function to enable movement.
Understand how the nervous system controls muscles.
Learn how to carry out a dissection.
An introduction to the study of ecology.
How to measure and monitor populations.
Understand some of the ways humans change ecosystems.
An introduction to a range of British wildlife. Taught seasonally to enable pupils to gain an appreciation of
To know a range of examples of adaptions.
Explain the process of natural selection.
Know a range of examples of natural selection including evolution of humans.
Understand the importance of microbes in biological process and environments.
Understand the importance of antibiotics and how to reduce antibiotic resistance.
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
Know a range of examples of British wildlife and their role in ecosystems.
Migration changes to natural habitats throughout the year.
Invertebrates
Birds
Mammals
Weed or wildflower?
Suggested further reading
Understand how habitats change during the seasons.
Why Evolution is true Jerry Coyne.Last chance to see Douglas Adams and Mark Carwadine. British Wildlife: A photographic guide to every common species.
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 Description
Formulae and Equations
Making Salts from Acids
Autumn
Reaction of Metals with Acids
Preparation and properties of hydrogen
Spring Fighting for oxygen
Metal displacement in solution Application of Reactivity Series
Metal extraction
Summer
Pupils should be able to
Writing & balancing chemical equations Reactions of acids
Answer questions on these topics using or applying their scientific knowledge and understanding.
Reactivity series Extracting metals
Limestone and the Lime cycle Metal carbonates Project work
Answer questions on these topics using or applying their scientific knowledge and understanding. Hard water Junior Science Fair
Suggested further reading:
Chemistry in 100 Numbers by Joel Levy World records in Chemistry by Faust/Kraus
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
Logo programming
Autumn
Logo programming
Spring Computational thinking and logic
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
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.
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.
• 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
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.
• 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
Introductiontopython
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.
• 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
Python Programming challenges
Suggested further reading:
Practical task of varying challenges
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
Complete different level’s of difficulty of code
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
Autumn
Introduction to basic electronics. Principles and components
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.
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
Inputss: LDR, Thermistor, Buttons
Outputs: LED, transistors, motor Driver ICs, LDRs, Addressable LEDS, Motors
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.
Introduction to Programmable Microcontrollers
Spring Robotics
Electronics: Circuit Design Construction and prototyping and testing
Introduction to programmable electronics using the Arduino microcontroller as focus.
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.
Pupils become competent in using circuit design software –TinkerCAD and CircuitWizard.
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.
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
Inclusive Design Focus: Free design task
Suggested further reading:
The Decision Book by Mikael Krogerus Design Museum: Contemporary Design
Exactly – Simon Winchester
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.
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:
• how to play
Drama as “Serious Play” Ensemble Culture
Pre-Mask and Mask Work (with Trestle Basic and Intermediate Masks)
• 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
Spring Approaches to a text
Development of Ensemble Devising and Physical Skills
• Finding stories through play
Pre-mask games and exercises
Mask Work with basic and intermediate masks
Development and performance of short devised mask pieces
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
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:
• 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
Summer Status and Intentions Culminating in Performance Approaches to extracts from Romeo and Juliet
Suggested:
the story in a clear and engaging way.
Exercises and games which consolidate and develop ensemble and physical work
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
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.
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 Primary text type
Novel/short stories/other prose fiction. E.g.:
• The Hound of the BaskervillesArthur Conan Doyle
Autumn
Spring
Summer
• 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.
Creative: Writing to explore/imagine/describe and argue/persuade/review
Produce at least three clear and detailed pieces of analytical writing, using PEA+ to explore the text(s) they are studying.
Produce at least three high-quality pieces of creative writing to suit a range of tasks and audiences.
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.
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
Your town and giving directions
Autumn
Spring
Your school and school subjects, a typical day at school
Present tense -er verbs and faire Using aller
Using pour + infinitive
Using il y a/ il n’y a pas
Prepositions to describe where places are located
Regular verbs, reflexive verbs in present tense
Describe activities that they like to do/not do- eg sports and music
Describe their town or local area in detail, say what they do in certain buildings in their town and give opinions
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
Summer
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
Describing people-physical and personality
The perfect tense
Brief exposure to the imperfect tense for describing holidays (c’était, il y avait, il faisait)
Prepositions en / à for different methods of transport
Adjective agreements
Comparatives and superlatives
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
Describe what they did in the past, a past holiday, a journey in the past
Describe a holiday in the future using the near future
Describe themselves and someone else
Ordering food and drink in a café or restaurant
Shopping for food and for fun
Film study: Les Choristes
Suggested further reading: www.languagesonline.org.uk www.linguascope.com
Create a conversation in a café/restaurant/shop
Describe a shopping trip/meal out in the past/future
Produce a film review with opinions
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 Description Pupils should be able to
Autumn Geology
Glaciation
Spring Changing Places
The main types of rock and the rock cycle. The geology of the UK – Peak District focus
Glacial processes and landforms in the UK
Urban regeneration in Stratford and the Queen Elizabeth Olympic Park. The issues surrounding the construction of HS2.
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.
Geographical Enquiry
Summer
Coastal issues
Local fieldwork enquiry with a focus on sense of place.
Human activity and management in coastal environments – energy production, fishing, tourism.
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.
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)
Meine Freizeit
In der Schule
Mahlzeit
Grammar
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
Irregular present tense verbs lesen, sehen, fahren
Asking yes/no questions
WO – verb as the 2nd idea
Ich mag X gefällt mir (nicht)
weil
Impersonal expressions using zu & infinitive: Es ist (adjective), ... zu & infinitive
Es gibt & accusative
Man kann/muss/darf & infinitive
Revise time expressions
Revise WO: verb as 2nd idea
Verbs essen & trinken
Revision of kein
Use of mir & dir
Ich möchte, ich hätte gern
Introduction to the perfect tense with haben
Man soll
Pupils should be able to
• 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 -
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
Summer In Urlaub
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
Revision of man kann
Perfect tense with haben
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
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 to source material and to write analytically.
Term Topic Description
The Age of Exploration
Autumn
The Making of England
A breath study that examines how European countries began to explore different continents. There will be a focus on Portugal and Spain.
This unit will build upon the work done in Year 7 on the English Reformation. It will focus on the development of England as a nation.
Pupils should be able to
To explain how and why different countries explored the Atlantic world.
Explain how England’s identify developed following the English Reformation.
The Building of Britain
Spring
Britain and the Atlantic World
During this topic, pupils will consider how life in Britain changed following the English Civil War.
A study in how the British Empire developed. This unit of work will also focus on Robert Aske and his investments in the Royal African Company.
Understand the significance of the English Civil War and how its consequences had a profound impact early modern society.
Use sources to explain why historians have different interpretations of people and events in the past.
Britain – A Global Power
Summer
Empire and its discontents
During this topic, pupils learn about the Transatlantic Slave Trade.
Understand the significance of the Transatlantic Slave Trade and its legacy.
A unit of work that examines how colonial powers fought back against imperial repression.
Refer to a series of case studies to understand how the British Empire was challenged and use this knowledge to develop analytical skills.
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
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.
Pompeii
Intransitive verbs with the dative
The eruption of Vesuvius
Autumn
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
Pluperfect tense
Relative clauses introduced by ‘quos’ and ‘quas’
Roman Alexandria
Genitive case
Glassmaking in Alexandria
Government of Egypt
Gender
Comparative
Elections and local government
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
Summer
Agreement of Nouns and Adjectives
The worship of Isis
Spring festival
‘hic’ and ‘ille’
‘noli’ and ‘nolite’ and Infinitive
Exam Revision
Exam Week
present participle
‘is’ and ‘ea’ in Accusative, Genitive and Dative
Vocative case
Medicine and Mathematics in Alexandria
Suggested further reading:
The Eagle of the Ninth by Rosemary Sutcliff
Odysseus: The Greatest Hero of Them All by Tony Robinson
To translate adjectives correctly
To find out more about religion in ancient Egypt
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
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
Autumn Factors
Pythagoras’ Theorem
Rounding and Estimating
• Divisibility tests
• Prime factors
• Find the hypotenuse
• Find a shorter side
• Word problems
• Recap the four rules with whole numbers and decimals.
• BODMAS
• Calculator logic
Data Analysis
Unit test 1
Ratio and Proportion
Algebraic Expressions
Arithmetic: Fractions and Percentages
Unit test 2
Algebra 2
Spring
Angles, Bearings and Maps
• Review of statistical diagrams
• Calculation of averages
• 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
• Solve linear equations
• Change the subject of a formula
• Expand two brackets
• Use trial and improvement
• Angle facts from parallel and intersecting lines
• Bearings and scale drawings
• Plotting linear graphs
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, changing the subject of a formula, expanding two brackets and use trial and improvement.
Use angle facts from parallel and intersecting lines to solve problems on bearings and scale drawings.
Straight line graphs
Unit Test 3
Polygons
• Calculate the equation of a straight line
• Interior and exterior angles in polygons
• Properties of quadrilaterals
Plot, determine and interpret the equation of a straight line.
Calculate interior and exterior angles in polygons. State symmetry and properties of quadrilaterals.
Summer
Volume
Circles
Revision
Internal Examinations
Nets and Surface Area
Special Sequences
Suggested further reading:
• Volumes of 3D shapes
• Circumference and area of a circle
Find volume of cubes, cuboids, triangular prisms and compound shapes.
Estimate and calculate the circumference and area of a circle.
• Nets and surface area of prisms and pyramids
• Introducing special sequences
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
Draw accurate nets and calculate surface areas of cubes, cuboids, prisms and pyramids
Investigate triangle numbers, Fibonacci sequence, Pascal’s triangle and periodic sequences.
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
Students will consider what is meant by ‘Popular’ music and encounter different styles which have shaped that which they encounter today.
‘In My Band’
Exploring Styles and Features
Autumn
Song
Writing
Applying Styles and Features
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.
Spring
Baroque Music (1600-1750)
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
Classical Music
(1750-1810)
Indian Classical Music
Exploring Raga
Summer
Bhangra
Creating Musical Fusions
Suggested further reading:
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.
Popular Music and Society (Longhurst)
• 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
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
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
Brace & Rotate movements
Jumps & Landings
Speed & Acceleration
RAMP warm-up + Power intro
Animal Movement –Bodyweight Strength
Acceleration and Deceleration
Agility / Change of Direction (COD)
Multi-directional Movement
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
Understand how to warm-up, what the definition of power is and sporting examples
Develop bodyweight strength in static and dynamic movements. Understand importance of bracing / core strength
Learn the definitions of acceleration / deceleration. Execute the correct technique for both skills in isolation
Understand the subtle differences between agility and COD.
Understanding the importance of co-ordination in sport / everyday life.
Recognise/ define the components of fitness during a game scenario 3 Aquatics
Creative Movement
Swim Test & distance swim
Front Crawl
Back Crawl
Breaststroke
Measure aquatic stamina
Improve FC technique
Improve BC technique
Improve BS technique
5 Gameplay
Assessment
Water-Polo
Catch & Throw Game/Bench ball
Scatter Ball/Dodge Ball
Rugby-Netball/Ultimate Frisbee
Hand Hockey/Danish
Longball
Indoor Football/Tchoukball
Game Design 6 Tennis
Basic ground strokes
Outwitting opponents
Backhand slice
Volley
Serve development
Assessment
Middle Distance
Shot Put
Sprints
7 Athletics
Suggested further reading:
Friday Night Lights by H.G. Bissinger
The Sports Gene by David Epstein
The Lords of the Rings by Andrew Jennings
Triple Jump
Javelin
High Jump
Measure time in all strokes over 25m
Improve skills in isolation and game play.
Develop the understanding of the transferrable skills, communication and teamwork.
Understand and perform the skills and tactics for singles and doubles tennis.
Understand and perform techniques and tactics for both track and field events.
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
TOPIC A
4 weeks Matter and pressure
TOPIC B
5 weeks Astronomy
TOPIC C
3 weeks Moments and Machines
Solids, liquids and gases
Expansion of solids
Pressure – Calculation of personal pressure
Gases
The Sun – Dangers of naked eye observation
Solar System – Planetary scale and movement
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
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
TOPIC E
4 weeks Energy
Energy makes things move –energy sources
Energy transfers
Identify the energy source in various scenarios
Identify what energy transfers into in various scenarios and recall that energy cannot be created of destroyed
Efficiency Use the efficiency equation in simple calculations
Fuels: Energy resources
Suggested further reading:
Thing Explainer: Complicated Stuff in Simple Words by Randall Munroe Wonders of the solar system by Brian Cox
Describe the pros and cons of various methods of power generation
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 Topic
Module 1 My life
Describe your personality
Module 2 Free time
Autumn
Spring
Module 3 My school
School continued
School facilities
Module 4 My family
Module 5 My city
Summer Weekend plans
Film work - Coco/Encanto Poetry reading competition
Suggested further reading/study : ¿Qué Tal? magazine (Maryglasgow) Alejo y su pandilla 1( reader) www.vocabexpress.com
Grammar
Some review of Year 7 work
Using gustar + infinitive
Use of cuando + si
More on adjectives
Use of unos/unas
Basic comparisons
Use of hay/no hay
Estar verses ser
Review present tense
Use the immediate future tense
Tell the time
Verbs poder and querer
Pupils should be able to
Be confident with language acquired in year 7 and be able to describe their characters
Talk about their hobbies and the weather
Describe their school subject preferences
Compare subjects and teachers
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
Arrange to meet with friends
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 Description Pupils should be able to
Hinduism as a Worldview
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?
Buddhism as a Worldview
Sikhism and Jainism as Worldviews
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?
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 Hindu perspective to some of the ultimate worldview questions.
Articulate responses from a Buddhist perspective to some of the ultimate worldview questions. Spring
Philosophy and Ethics
World Mythology
How do philosophical arguments work? How do we reason philosophically? What are the limits of freedom? How free should speech be?
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?
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?
Articulate responses from a Sikh and Jain perspective to some of the ultimate worldview questions.
Understand how to argue soundly and persuasively. Explain and critically evaluate different ideas about induvial liberty and free speech.
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.
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
Sacred Sites Virtual Tours Project
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
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. To challenge bright pupils to achieve the highest standards
2. To develop a sense of community and shared values
3. 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. Critical Digital Media Literacy
2. Communication, Confidence and Creativity
3. Learning to Learn
4. Relationships and Sex Education (RSE)
5. Careers
6. PSHEResilience Course
Pupils are on a 4-6 week/half termly rotation
PSHCEE
PSHEJigsaw Secondary Curriculum Units
Year 8 pupils will receive a weekly PSHElesson 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.
