art - the nottingham emmanuel school...contemporary poetry students will study a range of modern...

Art

In Art and Design, Year 8 students will have already explored a variety of 2D and 3D media, therefore the first project in the Autumn Term is based around developing their imagination and making skills by researching into Gargoyles and creating a 3D sculpture. In the Spring Term students will develop their mixed media skills, by creating a series of responses to a number of artists based around the theme of ‘Landscapes’. In the Summer Term students will develop their design skills based around the theme of ‘Pop Art’ looking at the wok of Andy Warhol and Roy Lichtenstein. They take inspiration from both artists work to create a relief piece based around ‘Comic Art and superheroes’.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

BASELINE ASSESSMENT

Students will be assessed on their drawing skills, working from observation. GARGOYLES

Broad educational aims Produce an expressive sculpture based on the theme of Gargoyles. Along the way having built upon drawing and design skills looking at the artist Dan Munford. Learning Objectives All Students will gain: A confidence working with 3D materials.

LANDSCAPES

Students will be introduced to a variety of artist approaches to the theme of Landscapes. Students will develop both their mixed media, painting and drawing skills to create a final landscape painting based on the artist Kurt Jackson. Learning Objectives

All Students will gain: Confidence in taking risks with a variety of mixed media approaches. An understanding of the different approaches artists undertake in response to the Landscape. An ability to review and evaluate experiments to ensure their work is fully refined. An understanding of the design process and learning how to develop designs into 3D Form. An understanding of different cultures and beliefs. An ability to communicate ideas in 3D Form.

POP ART

Broad educational aims To produce an exciting POP Art relief sculpture inspired by ‘Super Heroes’. Students will spend time responding to a range of Pop Artists and will develop their understanding of the formal elements; line, tone, colour, pattern and form in a series of workshops culminating in a final piece. Learning Objectives

All students will gain: An understanding of hey Pop Artists styles of Andy Warhol and Roy Lichtenstein which they will adopt in their own work. An understanding of Pop art and how to apply colours and patterns to create an imaginative relief influenced by Comic Strips.

Assessment

Baseline assessment based on drawing, creativity and understanding of the work of others. Summative: 1)Homework project

Presentation

Practical work

Written work 2)Sketchbook level 3) Final outcome

Formative: In sketchbook, comments given to clear up any mis-understanding with knowledge or spelling. Interim data based on Sketchbook work completed

Peer and self- assessment take place in lessons Verbal feedback given throughout. Clear levelled outcomes in every lesson.

Additional Information:

Literacy keywords: Emotions, Expressions, Portraiture, Scale, Half Way Line, Facial Features, Proportion, Tone, Warm Colours, Cold Colours, Style, Perspective, Horizon Line, Scale, Distance, Foreground, Background, Colour Theory, Gaudi, Tiles, Style, Craft, Complimentary, Primary, Secondary, Construction, Model. Ephemeral, Transient, Site-Specific, Evidence, Recording, Photography, Formal elements, Construct, Composition, Poetry

Computing

Year 8 Computing provides students with an introduction to the subject of Computer Science. The aim is to encourage students to be inspired, moved and challenged with regards the world Computing. Throughout the year they will cover two key areas of study:

Computer Fundamentals – How do computers work? What do the various components do?

Computational Thinking and Programming – What are the key concepts of planning and creating computer programs?


Area 1: Computer Fundamentals – Components of a computer system, their purpose and how they interact with other parts of the system.

Area 2: Computational Thinking and Programming – Problem Solving Skills, Programming Constructs, Programming Activities

Assessment

Students are continually assessed in terms of the development of their Computer Science knowledge, understanding and application.


Homework assignments are set with reference to the programming work being undertaken in lessons and in relation to Computer Science theory and the way in which technology is used within society. Useful websites to help with the completion of homework activities/further reading include: www.w3schools.com, www.kodugamelab.com, www.python.org, www.codecademy.com, www.teach-ict.com and www.bbc.co.uk/education.

http://www.w3schools.com/

http://www.kodugamelab.com/

http://www.python.org/

http://www.codecademy.com/

http://www.teach-ict.com/

http://www.bbc.co.uk/education

Design and Technology

In Year 8, students further develop their knowledge and skills in Design and Technology through a schedule of projects, which cover a range of material areas and skills. Students explore the theme of ‘Icons of design’ and look at how to use the work of previous and existing designers to inspire and influence their own design decisions.

Rotation 1 Rotation 2 Rotation 3 Rotation 4

Food – Diet and health Students explore the theme of diet and health, in terms of adapting recipes and making healthy food choices. Students make a number of multicultural foods and learn about different types of food from around the world. Students will develop an understanding of different countries and cultures, their staple foods and traditional dishes. Students will develop practical cooking skills through cooking a variety of cultural dishes. Students will also gain a further understanding of dietary needs and social and moral issues in relation to the food industry.

Textiles - Cushion project Students will be using artists such as Jon Burgerman to inspire their designs for a decorative cushion. Students will build on their practical skills and will become confident in using applique and the sewing machine. Students will have the opportunity to explore a variety of techniques to enhance their product, including block printing, shibori, spray painting, hand stitching and glow in the dark paint.

Product design 1 – Electronic products Students will further develop their understanding of the design process and will explore generating creative design ideas, using inspiration from the iconic design company, Alessi. Students will explore the importance of modelling and testing design ideas, along with gaining an understanding of iconic electrical products. Students will further develop their practical skills and will produce a quality end outcome using wood. Students will have a basic introduction to electronics and will develop skills in relation to soldering.

Product design 2 – Innovative Lighting Students will be exploring lighting throughout the project. They will be looking into a variety of research techniques, including analysis of existing products, before moving on to design development skills. Students will focus on prototyping, modelling their designs before redesigning and remodelling, before making a final product. Their development in NET creation and skills with a Stanley knife will aid in making their final paper lantern’s shell, fitted with a small LED circuit to create a working model.

Assessment

Students complete at least two assessments throughout each rotation which are focussed on Designing, Making and Evaluation. This assessment is based upon the theory and practical aspects of the work completed and are set against the KS3 National Curriculum.


Students will have the opportunity to go on an educational visit to Thortons factory, which will support their understanding of industry links and the impact of Design Technology in the real world. Design and Technology has a key words list which will be available in the planner for parents as well as students.

To support your child you can access the following websites: http://www.technologystudent.com/ http://www.bbc.co.uk/education/subjects/zfr9wmn

http://www.technologystudent.com/

http://www.bbc.co.uk/education/subjects/zfr9wmn

Drama Throughout Year 8 students consolidate their skills, knowledge and understanding of Drama whilst enhancing their creative thinking and characterisation skills. Students explore units of work that continue to develop their leadership skills, gaining the confidence to direct group work and offer their own ideas and opinions in the process. This year provides them with a framework to instil the independent learning techniques to support their transition as they approach more challenging content in Year 9. Throughout the year, students will work towards meeting each of the following Assessment Objectives:

A01 (Creating) - Create and develop ideas to communicate meaning for theatrical performance. A02 (Performing) - Apply theatrical skills to realise artistic intentions in live performance. A03 (Interpreting) - Demonstrate knowledge and understanding of how drama and theatre is developed and performed. A04 (Evaluating) Analyse and evaluate their own work and the work of others.

Autumn Term Spring Term Summer Term

Devising: Rose Blanche Students explore the story of Rose Blanche; based on events that took place during wartime Germany. They use the language and illustrations from the story to inspire pieces of dramatic work. Students also learn to develop their empathy skills through whole class discussions.

Text: The Demon Headmaster Script-reading skills, leading to exploration of scenes through various theatre genres and Drama conventions. Students learn how they can effectively communicate meaning to a live audience by understanding the purpose of character, text and genre.

Genre: Advertising and Propaganda Students will focus on how to create an effective advert for TV. They will learn the components required for a successful advert and how they can persuade a contemporary audience to buy products that they have invented. Students will also understand the purpose of propaganda and how drama techniques such as by soundscape, blocking and areas of stage can be explored to effectively communicate a message.

Assessment

Creating and Performing Students will create and perform a piece of work derived from the text ‘Rose Blanche’ and answer two questions derived from the text and performance.

Performing and Interpreting Students will produce a writing assessment focussing on creative writing skills and perform their own story.

Performing and Evaluating Students will analyse and evaluate live performances. They will record a Radio.


Set text: The Demon Headmaster (Gillian Cross) Workbooks will consolidate learning done within the classroom; start to develop analytical skills needed for the GCSE. Written work will give students an opportunity to write creatively and imaginatively, using their Drama practical work as a stimulus.

English The Year 8 English programme of study centres on a skills based curriculum which enables our students to communicate effectively and develop a love of literature. Students in Year 8 enjoy a wide range of modules which develop their reading, writing and speaking and listening skills. Each half term has a focus on reading or writing. The units they study include: a modern novel (Al Capone Does My Shirts by Jennifer Choldenko); poetry from a range of contemporary poets; BBC School Report and the drama script of Frankenstein based on Mary Shelley’s original novel. Within every unit students have two assessment tasks

with either a reading or writing assessment and a speaking and listening assessment.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Reading: Frankenstein

(pre-20th Century playscript) Students study the play in order to work on the following skills: - Inferring information and ideas from a text - Selecting information and ideas from a text and using evidence - Commenting on the effect of the structure of the text

Writing: BBC School Report

(non-fiction) Students research and understand how news stories are written and communicated. The following skills are worked on: - Writing for a purpose and audience - Organising ideas effectively - Making effective word choices

Reading and Writing: The Boy in the Striped Pyjamas by John Boyne

(Contemporary Novels) Students will read a novel as a class and in particular will focus on the following skills: - Explaining and commenting on the writer’s use of language (word-choice, imagery, word classes) and the effect on a reader - Analysing the viewpoint in a text and identifying the writer’s purpose - Inferring information and ideas from a text - Selecting information and ideas from a text and using evidence - Commenting on the effect of the structure of the text

Reading:

Contemporary poetry Students will study a range of modern poems in a poetry anthology. Students will work on the following skills: - Inferring information

and ideas from a text - Explaining and commenting on the writer’s use of language (word-choice, imagery, word classes) and the effect on a reader

Writing:

Creative writing inspired by The Monkey’s Paw by W.W. Jacobs

Students study a Victorian short story as inspiration for a piece of creative writing and will work on the following skills: - Making effective word choices - writing in role; using imagination and detail; using the features of different types of writing - writing accurately: using a range of punctuation and sentence structures for effect

Assessment

Students complete a reading assessment linked to how the play is structured.

Students will write their own news story on a topical issue important to them.

Students will produce a reading assessment on characterisation and how language is used for effect.

Students will produce an analytical comparison essay based on two poems

Students will produce the opening to a creative short story.

Students will produce a writing assessment focussing on writing to describe using a range of figurative language.

they have studied.


Accelerated Reader: Students will read a selection of books based on their reading ability before taking an online quiz to ensure they have understood each book. The books will be ideally suited to each individual student to enable them to improve their reading and to promote a culture of reading throughout the school. Students are expected to be completing a minimum of 15 minutes independent reading at home every day. Recommended Reading List: Bog Child by Siobhan Dowd, Holes by Louis Sachar, Tamar by Mal Peet, Skellig by David Almond, Gravenhunger, Harriet

Goodwin

French The Year 8 programme of study builds on the language and skills developed in Year 7. It includes a range of engaging topics and provides opportunities for individual and group project-based work. The key subject aims are to develop knowledge and understanding of the French language and culture, to develop effective communication skills, and to improve independent learning. Each unit aims to develop independent enquiry, creative thinking, teamwork and reflective learning. The themes include: media and technology, visiting Paris, personal identity, and food and French cuisine. The programme uses a variety of authentic source materials enabling students to interact with French and Francophone culture. Skills and knowledge will be assessed throughout the course and all

assessments will draw on learning from Years 7 and 8.

September - November December - February March - May June - July

T’es branché?

Students will explore the topic of communication and media. The unit will allow students to talk about television programs, films, reading preferences and the internet. They will also draw on learning from year 7 to discuss what they did at the weekend. Students will focus on: -Key vocabulary to describe modern technology - Using the present tense correctly with

Paris, je t’adore Students will have fun learning about the key landmarks in Paris and describing a real or imaginary trip there. They will understand authentic information about key tourist attractions and imagine that they are solving the mystery of the stolen ‘Mona Lisa’. Students will focus on : - Using the perfect tense of regular and irregular verbs

Mon identité Students will talk in detail about their personality, relationships, music preferences, passions, hopes and dreams. Students will focus on: - Describing themselves and their relationships with others using a range of adjectives - Describing relationships using reflexive verbs - Talking about clothes and

Bon appetit!

Students will talk about the foods that they like and dislike, understand and make traditional French recipes, order from authentic French menus, shop for food in the target language, and discuss celebration meals in detail. Students will focus on: - understanding simple sentences using high frequency verbs referring to present, past and future events. - recognising simple features which add

regular verbs, as well as avoir and être. - Varying responses when giving opinions spontaneously, and giving sophisticated agreements and disagreements. Grammar focus: - Consolidate use of the present tense (er, ir, re verbs) - Present tense of avoir and être Intensifiers - Perfect tense with avoir and regular past participles

- Using the perfect tense with être - Asking questions in the perfect tense. Grammar focus : - Perfect tense - connectives and subordinate clauses - Comparative adjectives - Modal verbs: devoir, pouvoir, vouloir (full paradigm) - superlative adjectives - plural possessive adjectives - the imperfect tense of avoir and être

fashion preferences - Talking about music and agreeing/ disagreeing with others about their music tastes - Talking about their passions and future dreams using the conditional. Grammar focus: - Adjectival agreement - Reflexive verbs - Language of debate - Conditional tense - Using three tenses together

authenticity, expression or emphasis to a written text. Grammar focus: - partitive articles - justified opinions - imperative verbs - direct object pronouns (me, te, le/la, les, etc) in the present tense - depuis + present tense - Using three tenses together - the imperfect tense

Assessment – all assessments are interleaved, meaning assessments at each point assess knowledge and skills from all topics studied up to that point

September – writing assessment October – speaking and listening assessments November – reading assessment Students will listen to and read short and extended texts in French, based on learning from this unit and from Year 7 learning. Students will also describe a photo and respond to questions in French about their media preferences. They will also write a 40-90 word text about these preferences.

December – writing assessment January – speaking and listening assessments February – reading assessment Students will listen to and read short and extended texts in French, based on learning from this unit and from prior learning. Students will also complete a role-play speaking assessment, based on activities in Paris and drawing on prior learning. They will also write a 40-90 word text about their experiences in Paris.

March – writing assessment April – speaking and listening assessments May – reading assessment Students will listen to and read short and extended texts in French, based on learning from this unit and from prior learning. Students will also complete a general conversation speaking assessment, based on learning from the year so far. They will also write a 40-90 word text about their relationships and personal identity.

June – speaking and listening assessments July – End of year exams – reading and writing

At the end of year 8, students will sit a formal end of year exam. This will include reading and writing papers, and will assess skills and knowledge from all units studied in year 7 and 8. Listening and speaking skills will similarly be assessed in class, and will assess all year 7 and 8 units.


The course will draw on a range of authentic written and spoken texts alongside elements of the student text book: Studio 2 (9780435026974)

Geography

The Year 8 programme of study centres on the development of key geographical skills as well as introducing students to the diversity of topics within Geography. Throughout the year students are encouraged to understand the links between people, processes and places and apply understanding to a range of real world examples and issues. Students will widen their geographical vocabulary and question their view of the world as they progress. Skills are embedded in all units and key geographical processes and concepts are included to provide a good basis as students’ progress through to Year 9.


My Planet: Physical Geography of the UK

Students investigate a range of contrasting landscapes. They will also explore the close relationship between humans and landscapes. .

Human Planet: Development & Globalisation

Students will gain an understanding of two contemporary and related global issues that are shaping the way our world looks and works. They will investigate the varying levels of world development and causes of inequalities.

Our Planet: Ecosystems and sustainability

Students will investigate the complex relationships between ecosystems and organisms within them. They will then complete an in-depth investigation into the Tropical Rainforest biome, understanding its importance and threatened status.

Natural Planet: Coasts

Students will be able

to explain the

complex processes

occurring on the

coast. They will be

able to explain the

impacts of coastal

change and look at

the variety of

management options

utilised in coastal

environments.

.

Hazardous Planet: Extreme Weather

Students will investigate the causes, impacts and responses to extreme weather events in the UK and across the world. They will focus in particular on Tropical Storms, Storms in the UK and drought.

DME & Skills A skills-based unit that closely mirrors what is examined at GCSE. Students will use a range of resources to examine a geographical issue and use these resources, along with key skills, to evaluate a range of options in terms of sustainability

Assessment

Three extended written pieces of work or exam questions






completed in class.

completed in class. Assessment (Topics 1 and 2)

completed in class. Extended homework project

completed in class. Assessment (Topics 1-4)

completed in class.

completed in class. End of year assessment (all topics)

Additional information:

Core reading: Geog.2, Key Connections. Key Interactions

History

The Year 8 History programme lookis at controversies spanning European and the World from the sixteenth to the twentieth century. Students develop knowledge and understanding of the key events, factors and figures that have shaped that period. Topics include slavery past and present, the impact of the British Empire, the Civil Rights Movement, the Industrial Revolution, the Suffragettes and the Cold War. The overarching aim is for students to reach their own conclusions about these controversies and their significance in the history of our world and to assess the consequences of them. Students also develop their chronological understanding, skills of critical analysis and evaluation. By working collaboratively in groups and independently they enhance their ability to problem solve and process information. We assess students’ progress via written assessments, oral presentations and there are opportunities for students to assess their own and fellow classmates’ work.


Summer 1 Summer 2

The British Empire to Slavery Students begin to look at the British Empire and how this affects different parts of the world. Students study in detail how the Empire

Slavery to Civil Rights This unit begins to focus on the changes that took place to end the slave trade and abolish slavery. Students conduct investigations into

Britain and the Industrial Revolution

This unit focuses on a wide variety of areas such as transport, factory life and conditions in towns and cities. Students will analyse

Britain and the Industrial Revolution

This unit focuses on a wide variety of areas such as transport, factory life and conditions in towns and cities.

Suffragette Students discover the position of women at the start of the twentieth century and then grapple with the reasons that were used to fight for and argue against women’s suffrage.

The Cold War During this unit students will study a range of controversies that took place in the Cold War with the aim to build on their evaluation skills – an essential for GCSE.

was linked to the slave trade. The lessons focus closely on the Middle Passage and the lives of slaves on the plantations.

who was responsible for these changes. The Civil Rights movement is also analysed in depth and students chart the progress of emancipated people up until present day.

a variety of materials to assess how and why these changes came about. Students will gain an understanding of how these changes affected Britain.

Students will analyse a variety of materials to assess how and why these changes came about. Students will gain an understanding of how these changes affected Britain.

Through various source analysis, students study the suffragist and suffragette campaign and end by looking at the impact women had in World War One and how they eventually got the vote.

Students will be investigating both sides of the controversy and coming their own conclusions through applying a criteria.

Assessment

End of unit assessment.







All end of unit assessments are based on the format of GCSE questioning and encompass a number of historical skills such as written and pictorial source analysis, extended writing and historical evaluations. Students will be invited to attend a trip to investigate the impact of industrialisation on Nottingham in the Spring. Suggested Reading: KS3 History by Aaron Wilkes: Industry, Reform and Empire - Student Book (Folens History) Unheard Voices: An Anthology of Stories and Poems to Commemorate the Bicentenary Anniversary of the Abolition of the Slave Trade

Mathematics In Year 8 students will continue to build on their work from Year 7 and focus on mastering key numerical concepts that will a llow them to access the new, problem solving GCSE curriculum. The curriculum focuses in making sure students are able to confident ly use and apply processes they started to develop in Year 7 as well as new concepts introduced in Year 8. Students, through the main areas of number, algebra, shape and space, data and probability, become financially capable, are able to think independently in applied and abstract ways, and can solve problems and assess risk. Students' progress is assessed weekly in their class and homework and with end of unit tests at the beginning of

each half term to make sure that students can retain and efficiently retrieve the new topics. Throughout the different topics students will work on the same three concepts: Fluency (can they do it), reasoning (can they explain what is happening mathematically) and problem solving (can they apply the concept to an abstract question). To ensure all students have a deeper understanding, students cover less topics in more detail than previously, as detailed below:

Autumn

Spring

Summer

Numbers: Addition and subtraction of decimals Multiplication and division of decimals Converting between fractions, decimals and percentages Problem solving with numbers

2D Geometry: Area and perimeter of rectangles, triangles and parallelograms Area of trapeziums and compound shapes Area and circumference of circles Area and perimeter of sectors and arcs Problem solving with area We ensure that any of these topics that have been covered in KS2 or Year 7 are unpicked and explored in a deeper way than students will have previously done so. By then end of this term, we expect students to be able to fluently complete questions involving these processes and look at the problem solving

Data: Solving problems using averages Read and interpret pie charts Compare frequency graphs and pie charts Plotting and interpreting scatter diagrams Graphs: Coordinates Drawing linear graphs Plotting linear graphs Representing real life problems on graphs We ensure that any of these topics that have

been covered in KS2 or Year 7 are unpicked

and explored in a deeper way than students

will have previously done so. By then end of

Number: Solving problems involving ratio and proportion Direct proportion Inverse proportion Squares and roots 3D Geometry:

Drawing 3D shapes Plans and elevations Volumes of cuboids and shapes made from cuboids Surface area and nets Volumes of prisms and pyramids

We ensure that any of these topics that have been covered in KS2 or Year 7 are unpicked and explored in a deeper way than students will have previously done so. By then end of this term, we expect students to be able to fluently complete questions involving these processes and look at the problem solving applications of each.

applications of each.

this term, we expect students to be able to

fluently complete questions involving these

processes and look at the problem solving

applications of each.

Assessment

Formal assessments will take place in the first week back every half term to assess retention and understanding, with personalised assessment analysis given to each student.


For full details of the curriculum covered in Year 7 at all levels and homework that is set please log on to: vle.mathswatch.com, username: their school login@tnes password: triangle.

Music In Year 8, students work on a number of projects developing the 3 core skills of music - listening, composing and performing. This involves a combination of the use of live instruments and computer technology, and includes projects composing original advert music, music through the ages, world music and a song writing project. Students are assessed through a variety of methods including peer and self-assessment and projects are recorded for evidence. It is the synergy of the 3 core skills that drives every project and acts as the focus for learning throughout Year 8, beginning to prepare students for potential study at GCSE level.


Summer 1 Summer 2

http://vle.mathswatch.com/

The Blues Students will learn about the background of Blues and how it has influenced music today. Students will also learn play the Blues scale and have a go at improvising. They will learn and perform a piece of Blues music using a walking bass line, chords and melody as part of a small and whole group.

Rhythms of the World Samba/Djembe/Taiko– develop ensemble rhythmic performance skills. Pupils will experience playing rhythmic percussion music music as a whole class and in small groups. They will compare different genres whilst looking at cultural context. Samba masks can also be made and worn by pupils during Samba performances. Performance by a class at concert or assembly.

Beats and Rhymes Pupils will explore the relationship of Beats and Rap. Pupils will explore beat boxing, rapping and vocal performance and incorporate this with Hip Hop music. Pupils will work towards a group performance or utilise ICT composition on Logic.

Image Junction Students will look at the relationship of music and film. 1st lesson will be a ‘thinking skills’ lesson looking at how composers develop music to create or enhance atmospheres. They will the use Logic or chosen instruments to compose their own music to a short film clip. Reference will be made to various ‘musical clichés’/devices and elements throughout. Students will work towards a collaborative performance of their composed soundtracks.

Band Skills Students now have more independence and choice about selecting appropriate songs or pieces to perform. Pupils will work in bands, playing guitar, bass, keyboard, vocals, and drums. Using a mixture of simple tab/notation/learning by ear they will work to perform their own version of ‘a popular song performance recorded.

Exploring Technology

Students are divided into small groups. In groups they use these digital instruments to recreate the baseline, harmonies and rhythm from the four-chord medley. This unit is about embedding a growth mind-set and student independence.

Assessment

Students will take part in a final performance assessment. Their fluency and abilities on the keyboard will be marked. Students will listen and appraise a variety of Blues musical extracts which are marked and discussed.

Students will take part in a final performance assessment. The fluency and abilities on the instruments will be marked.

Students will take part in a final performance assessment. The fluency and abilities on the instruments will be marked.

Students will play their final track to the class and the techniques they have learnt will be marked.

Students will show their final composition or performance to the class and the techniques they have learnt will be marked

Students will show their final composition or performance to the class and the techniques they have learnt will be marked.


Learning key music terms relevant to each topic. All topics will cover Tempo, Dynamics, Structure, Texture, Pitch, Timbre and Rhythm. Students will

learn to use, spell and explain these terms in the context of each topic.

Physical Education – Year 8

In Year 8 students continue to learn about all aspects of the National Curriculum for PE. The students will cover activities relating to all key concepts (outwitting

opponents, as in games activities; accurate replication of actions, phrases and sequences, as in gymnastic activities; exploring and communicating ideas, concepts and emotions, as in dance activities; performing at maximum levels in relation to speed, height, distance, strength or accuracy, as in athletic activities; identifying and solving problems to overcome challenges of an adventurous nature, as in outdoor activities; and exercising safely and effectively to improve health and wellbeing, as in fitness and health activities. Throughout Year 8, students will be taught the importance and sign ificance of leading an active healthy lifestyle and the potential implications of inactivity.


Summer 1 Summer 2

Students will cover a range of key concepts including outwitting opponents (delivered through rugby, netball and badminton) and phrases and sequences delivered through gymnastics. Throughout all activities students will be taught to perform a range of skills with a greater degree of precision and control, developing on the previous academic year. As well as developing their skills, students will further develop their ability to analyse skills and techniques, officiate games, and lead aspects of the lesson.

Students will continue to build on the skills and concepts delivered in Autumn 1. By the completion of Autumn 2, all students will have experienced a range of outwitting opponent sports, through both invasion games and net/wall sports. All students will have also participated in a unit of gymnastics where they will develop skills and explore ideas. Throughout the gymnastic unit students will be required to work in small groups to develop routines displaying coordination, cooperation, and teamwork.

At the end of Spring half term, all students will have undertaken the full range of invasion sports and will now understand that the fundamental principles of all invasion games (passing, movement, communication, etc.). Students will continuously analyse performance to identify areas for improvement. Students will be encouraged to consider tactics to employ, both individually and as part of a team, to outwit opponent/s.

Students will continue to build on the key concepts through participation in games that require a participant to outwit their opponent (football, rugby, basketball, football, badminton). Students will continue to build competence, performance, creativity and understanding of active healthy lifestyles. Students will also complete a unit of Health Related Fitness (HRF). Students will learn that fitness is comprised of various

Students will begin to undertake some of the traditional summer sports (rounders, athletics, cricket, tennis). Throughout these activities students will continue to demonstrate and improve team work, tactical awareness, and individual skills and techniques. Students will now be required to understand and undertake constructive evaluation practices alone, or in small groups, and use findings to develop performance and understanding.

Students will participate in activities which require them to perform to maximal levels (athletics). They will begin to develop an understanding of the components of fitness and their significance in different athletic events. Students will continue to analyse performance and coach their peers by leading parts of the lesson. In the striking and fielding activities (rounders, cricket) as well as developing skills, students will continue to work as part of a team to devise tactics and strategies to outwit their opponents.

components. They will learn how to test and develop fitness levels. Throughout the HRF unit students will be taught the importance of regular exercise and learn how it benefits the different body systems, preventing ill health.

Assessment Students begin each unit with a course task which is structured to evaluate all of the key processes; Developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.

Students begin each unit with a course task which is structured to evaluate all of the key processes; Developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.






The programme of sports is designed to coincide with the inter school competitions so that those who demonstrate greater competence can compete at a higher standard.

Religious Studies

In Year 8 students are expected to expand their knowledge, understanding and evaluative skills. They will also develop the skill of transferring what is valuable in a religion to their own lives. The topics are interconnected and involve investigative skills as well as research skills when exploring religions. Students will also be challenged to investigate ultimate questions to aid their personal spiritual journey. This curriculum pathway is designed to help students deepen their knowledge and understanding of their place in the world and to begin to grasp the big questions and concepts which underpin Religious Studies. Students are encouraged to express their own developed opinions about these topics and to become familiar with the new terms and concepts required for their GCSE course which begins in year 9.


Summer 1 Summer 2

Topic 1: Looking For meaning 1 Who am I? What is my purpose? Wonders of Nature? What is belief? Who is God? Assessment

Topic 2: Looking for Meaning 2 Origins of the Universe The Big Bang The Nature of God (where did he come from?) Suffering and Evil Irenaen Theodicy Augustinian Theodicy Assessment

Topic 3: What is religion? What is it like to be a member of Christianity today? What is it like to be a member of Islam today? What is good and right? What is wrong and Evil? Why believe in God? How can communities be made more respectful?

Topic 4: Religion and the World Does religion make peace of cause war? Terrorism – Is it the face of religion? Is death the end? The Big Bang and religion? Evolution and religion? Are the ideas of science and religion compatible? Religion and politics –

Topic 5: Looking for Meaning in Islam Christian and Muslim beliefs about God The 99 name of Allah Muslim responses to Allah. Adalat Risalah The greater Jihad What is a meaningful life?

Topic 6: Belief in action Prayer and Meditation Architecture Food Music Symbolism Assessment

What does justice mean? Why does religion matter? Assessment

who should decide? Religion in Education – a good match? Assessment

Assessment

Assessment and Assignments

Subject specific assessments and assignments will be set each lesson.


Science In Year 8 students further develop their knowledge and skills in Science through a cycle of units, which cover a range of subjects and skills. The units are arranged around the following topics: Biology - Health & Lifestyle, Ecosystems, Adaptation, Chemistry –Separating Techniques, Metals & Acids and Earth Science, Physics – Electricity and magnetism, Energy, Motion and Pressure Throughout the course students will carry out practical work in the context of each section and develop their knowledge and understanding to: pose scientific questions, define scientific problems, plan and carry out investigative activities. In a range of contexts, students will: collect, select, process, analyse and interpret both primary and secondary data to provide evidence, evaluate their methodology, evidence and data.


Summer 1 Summer 2

Chemistry –

Separation Techniques & Metals & Acids

Chemistry – Earth

Science & The Periodic Table

Physics – Electricity & Magnetism Required practical

Physics – Energy,

Motion & Pressure

Biology – Health &

Lifestyle & Ecosystems

Biology – Adaptation

Revision

Assessment

Students will complete a number of formative assessments throughout the term. These include extended writing/data analysis questions and scientific vocabulary checks. Throughout the topic there will be a cumulative assessment every fortnight to support knowledge retention.






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A final summative assessment covering knowledge covered throughout the year.


Homework assessments are designed to improve scientific literacy, communication and data handling skills. Activate 2 (ISBN: 978-0-19-839257-6); Smart Science (ISBN: 978-1-84276-256-1).

Spanish The Year 8 programme of study builds on the language and skills developed in Year 7. It includes a range of engaging topics and provides opportunities for individual and group project-based work. The key subject aims are to develop knowledge and understanding of the Spanish language and culture, to develop effective communication skills, and to improve independent learning. Each unit aims to develop independent enquiry, creative thinking, teamwork and reflective learning. The themes include: media and technology, visiting Madrid, personal identity, and food and Spanish cuisine. The programme uses a variety of authentic source materials enabling students to interact with Spanish and Hispanic culture. Skills and knowledge will be assessed throughout the course and all assessments will draw on learning from Years 7 and 8.

September - November December - February March - May June - July

Todo sobre mi vida

Students will explore the topic of communication and media. The unit will allow students to talk about television programs, films, reading preferences and the internet. They will also draw on learning from year 7 to discuss what they did at the weekend. Students will focus on: -Key vocabulary to describe modern technology

Una aventura en Madrid Students will have fun learning about the key landmarks in Madrid and describing a real or imaginary trip there. They will understand authentic information about key tourist attractions and imagine that they are visiting the city and recording an audio commentary for a bus tour. Students will focus on : - Using language to make

¿Qué hacemos? Students will talk in detail about making plans and arranging to go out. They will also learn to describe clothes and sporting events in detail, giving opinions and referring to past and future events. Students will focus on: - Describing making arrangements and going out - Describing getting ready to go

¡A comer!

Students will talk about the foods that they like and dislike, understand and make traditional Spanish recipes, order from authentic Spanish menus, shop for food in the target language, and discuss celebration meals in detail. Students will focus on: - Use a wider range of opinion phrases

- Using the present tense correctly with regular verbs, as well as tener and ser.

- Varying responses when giving opinions spontaneously, and giving sophisticated agreements and disagreements. Grammar focus: - Consolidate use of the present tense (ar, er, ir verbs) - Present tense of tener and ser Intensifiers - The regular preterite tense

themselves understood - Using strategies to access harder texts - Asking questions in the preterite tense Grammar focus : - Using expressions with tener - Using the superlative - Using the preterite of irregular verbs - Using tú and usted - Using three tenses together

out, using reflexive verbs - Talking about clothes and fashion preferences - Talking about a sporting event, using three tenses - Describing outfits and giving a fashion show in Spanish Grammar focus: - me gustaría + infinitive - Using querer and poder

- Using reflexive verbs - Using demonstrative adjectives (this/these) - Using three tenses together

- Describe meals - Give an account of a party - Learn about food in other countries - Making a cookery video Grammar focus: - Using a range of opinions - Using negatives - Using usted/ustedes - Using the near future - Using three tenses together - Using direct object pronouns

Assessment – all assessments are interleaved, meaning assessments at each point assess knowledge and skills from all topics studied up to that point September – writing assessment October – speaking and listening assessments November – reading assessment

Students will listen to and read short and extended texts in Spanish, based on learning from this unit and from Year 7 learning. Students will also describe a photo and respond to questions in Spanish about their media preferences. They will also write a 40-90 word text about these preferences.

December– writing assessment January – speaking and listening assessments February – reading assessment

Students will listen to and read short and extended texts in Spanish, based on learning from this unit and from prior learning. Students will also complete a role-play speaking assessment, based on activities in Madrid and drawing on prior learning. They will also write a 40-90 word text about their experiences in Madrid.

March – writing assessment April – speaking and listening assessments May – reading assessment

Students will listen to and read short and extended texts in Spanish, based on learning from this unit and from prior learning. Students will also complete a general conversation speaking assessment, based on learning from the year so far. They will also write a 40-90 word text about their social activities.

June – speaking and listening assessments July – End of year exams – reading and writing

At the end of year 8, students will sit a formal end of year exam. This will include reading and writing papers, and will assess skills and knowledge from all units studied in year 7 and 8. Listening and speaking skills will similarly be assessed in class, and will assess all year 7 and 8 units.


The course will draw on a range of authentic written and spoken texts alongside elements of the student text books: Viva 2 (9781447935261) and Viva 3 (9781447935285).

Year 8 Assignments

Subject Tariff Possible formats Relevance to curriculum

Art 1 x extended project each half term

Sketchbooks This will include researching others’ work, creating Art outcomes, analysis and evaluating to develop skills needed for the national curriculum. The tasks enable students to create more personal responses.

Computing 1x 30 minutes per week

Throughout the year homework assignments will be largely linked into the unit of work being undertaken within school. Students will be expected to work at home on the tasks set, in line with the assignment deadlines. Sometimes this will require a certain amount of research to be undertaken at home within the areas of Computing and ICT theory.

Homework assignments provide students with an opportunity to develop their ‘digital literacy’, the theory behind computer systems and how they are used. In doing so, the assignments aim to develop students’ skills, knowledge and understanding in contexts that are directly relevant to employment situations, thereby enhancing their employability within the Computing and ICT sector.

Design and Technology

5 x 1 hour per 10 week rotation

Students will be completing a range of on-going assignments based on the subject area they are taught at the particular time. E.g. Watching an informative media piece and, with parental help answering set questions The assignments will help with extending the students’ knowledge on specific design and technology methods.

The students will be touching on all aspects of the KS3 curriculum which will help support the work done in the classroom. It can also help the students improve their classroom marks if done well. The 5 key points will also help them get used to the requirements of the next key stage.

English 6 tasks per 6 week period

Tasks are varied in terms of format and include: -creative writing (writing in role)

The assignment tasks are linked to the skills (AFs), topic (reading or writing) and texts of the current scheme of work. It will consolidate learning done within

-research project -writing for purpose and audience -analysing language in poetry, prose or drama

the classroom, but also provide extended opportunities to build on learning.

French 1 task per week Along with learning of vocabulary assignments, students will be completing a range of oral, listening, reading and written assignments including conducting online research and using languages websites. For some assignments, students may have a choice of working individually, in pairs or in groups. Creative tasks may also be set, for example –create and produce their own plays, songs – to consolidate and demonstrate their knowledge of grammar and/or transactional language. .

Students will be developing their learning in the key topics of the KS3 curriculum. Each assignment will allow students to consolidate and build on their prior learning. In Year 8, the aim is to develop the language skills established in Year 7, including the ability to understand and produce the foreign language in the past, present and future time scales. Topics include: The themes include: media and technology, visiting Paris, personal identity, and food and French cuisine.

Geography 1x 30 minutes per week

Students will be completing a range of oral, written and multi-media assignments which are centred on this year’s areas of study This includes one extended project of up to four weeks in length where the work required will be of at least 2 hours in total over the four week period. Other homework may include consolidation tasks, the learning of information from knowledge mats and extension activities.

The students will be developing their skills in the six key concepts of the KS3 curriculum: place, space, scale, interdependence, physical and human processes, sustainability and cultural understanding. Each assignment will provide students with an opportunity to build on their prior learning as well as giving them the scaffolding and support to progress.

History 1x 30 minutes per week

Students will be completing a range of oral, written and multi-media assignments which are centred on this year’s programmes of study –Controversies in our world. For certain tasks students will have the freedom to present their work in a format of their choice, as well as having an opportunity to work individually, in pairs or even as a group. An assignment could be based on a local history study. E.g. How does Nottingham commemorate the abolition of the slave trade? Alternatively, a creative task may be set, for example –create and produce your own museum display which celebrates the work of three key Civil Rights activists

The students will be developing their skills in the five key components of the KS3 curriculum: Chronology, Diversity, Evidence, Causation, Significance and Interpretation. Each assignment will provide students with an opportunity to build on their prior learning as well as giving them the scaffolding and support to progress to the next National Curriculum level.

Maths 1 x 30 mins per week MyMaths online task (www.mymaths.co.uk)

(school login: tnes password: maths Students have their own individual logins)

Printed worksheet

Research task

Consolidation and extension of learning objectives as set out in the schemes of work.

Music 1 x project each term

CD/MP3/Video Theory sheets

Students research and select performances and compositions relevant to the areas of study to present to the class. Students revise music theory for use in practical activities in class.

RS 1 x 30 minutes per week

Students will be completing a range of activities which build on prior learning in Year 7. They will be encouraged to create

These tasks develop out of the schemes of work and are designed to enhance student confidence in developing their skills and ideas. They also encourage

http://www.mymaths.co.uk/

links between their learning and applying it in their everyday lives. These will focus on any of the following:

Individual research

Responses to exam questions

Opportunities for personal reflection through a range of media

A range of active and creative responses

Structured written tasks Students will be expected to complete a specific project at the end of each module.

spiritual development and empathy with a variety of religious faiths.

Science 1 task per week

Activities will be based around consolidating knowledge and understanding from lessons. These will fall into two main categories

Developing literacy for formal assessments through key vocabulary

Developing practical skills

Activities will cover all aspects of the KS3 curriculum content taught at that time. They will consolidate knowledge from lessons and allow students to add depth to their knowledge and understanding. Students will develop their analytical skills in science as well as identifying misconceptions. Activities will emphasise the development of the quality of written communication .

Spanish 1 task per week Along with learning of vocabulary assignments, students will be completing a range of oral, listening, reading and written assignments including conducting online researches and using languages websites. For some assignments, students may have a choice of working individually, in pairs or in groups.

Students will be developing their learning in the key topics of the KS3 curriculum. Each assignment will allow students to consolidate and build on their prior learning. They will be provided the foundation to progress through the NC levels. In Year 8, the aim is to develop the language skills established in Year 7, including the ability to understand and produce the foreign language in the

Creative tasks may also be set, for example –create and produce their own plays, songs – to consolidate and demonstrate their knowledge of grammar and/or transactional language.

past, present and future time scales. Topics include: The themes include: media and technology, visiting Madrid, personal identity, and food and Spanish cuisine.

art - the nottingham emmanuel school...contemporary poetry students will study a range of modern...

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