Year 8 Learning Journal

YEAR 8 - Term 1: Mexican Day Of The Dead

Target(s)

By the end of this unit, I will know: Evidenced Refined Key Vocabulary

I am building on my prior knowledge of….. I am able to analyse artists styles to influence my own work.

I am able to use accurate proportion in drawing.

I can look carefully at shape when drawing.

I can use a variety of tones when shading.

I can develop mark making techniques to show texture and detail.

I can draw from secondary sources.

I am developing my skills in….. I can use other cultures to influence my own work.

I can do Pattern work.

I am able to do Low relief work.

I am able to do Stencilling.

YEAR 8 - Term 1: My Digital World By the end of this unit, I will know:

Key Vocabulary My Digital World I can evaluate the trustworthiness of websites

I know how to search smart online

I understand the legalities of copyright

I know how to stay safe online

I know how to combat cyber abuse

Python Programming I can program outputs in Python

I can program inputs in Python

I can demonstrate how to store inputs into variables in Python

I can identify which data type a variable is

I can describe why a computer needs to know what the data type is for a given input/ variable

I can change the data type of a variable

Understanding Computers

I can distinguish between hardware and software, giving examples

I can draw a block diagram showing CPU, input, output and storage devices

I can name different types of permanent storage device

I can suggest appropriate input and output devices for a simple scenario

Target(s)

YEAR 8: Food & Textiles By the end of this unit, I will know:

Key Vocabulary Food Seasonality

Ingredients Function Nutrients Isometric Dimension Techniques Colouring Construction Manufacture Dying

I know how to annotate the design in detail.

I know how to develop a 2D design into a 3D drawing

I know how to weigh and measure accurately

I understand healthy eating

I understand the function of main food groups in the body

I know what is meant by food provenance. Seasonality - Buy local

I understand the production of basic meals/dishes

Textiles

I understand the introduction to mass production

I can bag components identified and analysed

I understand how to colour fabrics – dying and printing

I am able to work to scale

I understand the development of stencils – cut, tested, evaluated and modified.

I am able to do construction techniques

Target(s)

YEAR 8 – Drama Term 1: Children from Around the World / Charlie and the Chocolate Factory By the end of this unit, I will know:

Key Vocabulary Children from Around the World

Perspective Research Narration Verbatim Theatre Cross Cutting … Chorus Unison Canon Direct Address Choral Speak Thought –Track Interpretation

I will know about the life of another person from around the world, who is very different to me.

I will research a real life story independently.

I will have opinions on how our own situations relate to others around the world.

I will create a piece of theatre in education, teaching the audience about a young person.

I will use narration and cross cutting to tell their story.

Charlie and the Chocolate Factory

The key characteristics of the children from the story.

I will have an understanding of a chorus in Drama.

How to describe each of the main characters from the story. Understand how to physically represent one of the characters.

I will understand how to vocally represent one of the characters.

How to perform a scripted monologue in character.

I will understand what a chorus is and what the challenges are in performing as one.

Perform a section as a chorus.

Target(s) Target…

YEAR 8- Term 1: Gothic Horror By the end of this unit, I will understand:

Key Vocabulary Context The significance of the Georgian era

The significance of the Victorian era

Romanticism

The significance of the Industrial Revolution

The advances within technology

The advances within science

The fear of the unknown

The Victorians and the macabre

The desire to find truth amongst the unknown

Characters

Fear within characters…

The traditional character…

Intrigue within characters…

The more modern / explorative character…

The value of the ghost…

Themes

Fear

Mystery

Intrigue

Science

Confusion

Tension and Suspense

Technology

Supenatural

The sublime

Target(s)

YEAR 8 - Term 1: Islam - Introduction to Islam/History/Timeline By the end of this unit,

Key Vocabulary I will know about the nature of Allah I will understand the role of the Prophet Muhammad (PBUH)

I will know about the Qur'an

I will understand the role of the Mosque in Islamic communities

I will know about the 5 Pillars of Islam

I will know about Shahadah (Declaration of Faith)

I will know about Salat (Prayer

I will know about Zakah (Charity)

I will know about Sawm (fasting during Ramadan)

I will know about Hajj (pilgrimage to Mecca)

I will understand about the greater and lesser Jihad

I will know about Islam in the Media

Target(s)

YEAR 8 - Term 1 By the end of this unit, I will be able to:

Key Vocabulary Les Loisirs (Free-time Activities) Keyword

give my opinion about different types of tv programmes/films/books

use adjectives to correctly describe tv programmes/films/books

describe different internet activities

develop longer sentences using weather expression + activity

recognise several popular French artists in music and film

use questions to create mini conversations about this topic

use some awesome avoir phrases in my writing and speaking

pick out key information in listening and reading tasks

Les vêtements et le collège (clothes & school)

recognise and describe clothing items

form the near future tense

use the verb porter to describe what I wear and others wear

use adjectives of colour and texture to describe clothes

give opinions about school uniform

give information about Christmas in France

pronounce topic vocab accurately

translate sentences using topic vocabulary

Target(s)

YEAR 8 - Term 1: Title : Development & Coasts By the end of this unit, I will know:

Key Vocabulary Unit 8.1 What is Development? I can ...... Define the term Development.

State what LIC and HIC mean.

State at least 3 ways of measuring development.

Describe the measure which make up the Human Development Index (HDI)

Explain how development indicators show us how developed a country is.

Use development indicators to justify which country is more developed.

Categories and explain human and physical causes of the development gap.

Evaluate the main causes of the development gap.

Justify whether will be able to close the development gap.

Explain the relationship between development indicators.

Outline at least three Millennium Development goals.

Explain how the Millennium Development Goals can help improve life in a LIC.

Evaluate the success of the Millennium Development Goals

Describe the distribution of LICs and HICs using TEA.

Present data on a Scatter Graph to show a relationship between development indicators.

Construct a Line of Best Fit on a scatter graph.

Identify anomalies and outliers on a Scatter Graph

Describe the relationship between tow development indicators using the term correlation.

Describe how development changes over time using the Clarke Fisher Model.

Unit 8.2 What happens when the land meets the sea? I can....

Identify human and physical features and locate them on a map

State the different physical features along Newquay’s coastline.

Describe how constructive and destructive waves affect the coast.

Explain how headlands and bays are formed using a range of keywords.

Describe the formation of a stump in chronological order.

Apply keywords and annotations to diagrams to show my understanding of longshore drift.

Explain how the action of the waves have changed Newquay’s coastline over time.

Outline features of hard and soft engineering.

Explain the advantages and disadvantages of hard and soft engineering.

Assess the effectiveness of different types of coastal engineering in different locations.

State reasons why the coastline of Newquay has such economic and environmental importance.

Locate features accurately on a map using Latitude and Longitude

Identify key human and physical characteristics on an OS Map using symbols and the key

Calculate the distance from one point to another on an OS Map

Create an accurate and annotated fieldsketch

Use photographs to compare physical features and their changes over time

Use satellite images of identify human and physical features

Use an atlas to record the longitude and latitude readings of physical features.

Justify a decision

Target(s) Target…

YEAR 8- Term 1: Enlightenment to Revolution (1600-1900) By the end of this unit,

Key Vocabulary Killigrew pirates & women in 1600 I will know about pirates.

I will know what jobs & life was like for women.

How enlightening was the Enlightenment?

I will know some of the important thinkers.

I will know how this period changed especially in France.

I will know why some things changed.

Reasons for slavery and outcomes.

I will understand why Europe needed slaves.

I will know how the slave trade triange works and why,

I will know what life during the middle passage was like.

How did slavery change the world?

I will know how slavery helped the industrial revolution.

Trevithick’s device for making the world smaller.

I will know about trains, canals and factories.

I will know how the Industrial Revolution changed the world.

Target(s)

YEAR 8 - Term 1: Proportional Reasoning & Representations Ratio & Scale, Multiplicative change, Multiplying & Dividing Fractions Working in the Cartesian Plane, Representing Data, Tables & Probability By the end of this unit, I will know how to:

Key Vocabulary Ratios & Scale Understand representations of ratio

Understand and use ratio notation

Solve problems involving ratios in the form 1:n, n:1 and m:n

Divide a value into a given ratio

Use expression ratios in their simplest integer form

Express ratios in the form 1:n (H)

Compare ratios and related fractions

Understand π as the ratio between diameter and circumference

Understand gradient of a line as a ratio (H)

Multiplicative Change

Solve problems involving direct proportions

Explore conversion graphs

Convert between currencies

Explore direct proportion graphs (H)

Explore relationships between similar shapes

Understand scale factors as multiplicative representations

Draw and interpret scale diagrams

Interpret maps using scale factors and ratio

Multiplying & Dividing Fractions

Multiply a fraction by an integer

Find the product of a pair of fractions

Divide an integer by a fraction

Understand and use the reciprocal

Divide a fraction by a fraction

Multiply and divide improper and mixed fractions (H)

Multiply and divide algebraic fractions (H)

Working in the Cartesian Plane

Work with coordinates in all four quadrants

Identify and draw lines that are parallel to the axes

Recognise and use the line y=x

Recognise and use lines of the form y = kx and link to direct proportion

Explore the gradient of the line y=kx (H)

Recognise and use lines in the form y = x + a

Explore graphs with negative gradient

Link graphs to linear sequences

Plot graphs in the form y=mx+c

Explore non-linear graph (H)

Find the midpoint of a line segment (H)

Representing Data

Draw and interpret scatter graphs

Understand and describe linear correlation

Draw and use line of best

Identify different types of data

Read and interpret ungroup and grouped frequency tables

Represent grouped discrete and continuous data in tables

Represent data in two-way tables

Tables & Probability

Construct sample spaces for 1 or more events

Find probabilities from a sample space

Find probabilities from two-way tables

Find probabilities from Venn diagrams

Use the product rule for finding the total number of possible outcomes (H)

(H) denotes higher strand and not necessarily content for Higher Tier GCSE

Target(s)

YEAR 8 - Structure and Form 2: Medieval Music and Traditional Music: Blues

Target(s) Target…

By the end of this unit, I will know:

Key Vocabulary

Structure and Form 2 – Medieval Music I can identify/perform Ternary form structure

I can identify/perform Drone

I can identify/perform Modal melody

I can identify/perform Parallel 5ths

I can identify/perform Question and answer melodic shape

I can identify/perform Appropriate medieval timbres

I can identify/perform Compose independently over a given drone

Traditional Music – Blues I can identify/perform The Blues scale

I can identify/perform 12 bar blues chord structure

I can identify/perform Riffs including blue notes

I can identify/perform Blues melody

I can identify/perform Walking bass line

I can compose an authentic blues melody through improvisation

YEAR 8 - Traditional Music – Blues; Structure and Form 2 – Medieval Music By the end of this unit, I will know:

Key Vocabulary Traditional Music – Blues I can identify/perform The Blues scale

I can identify/perform 12 bar blues chord structure

I can identify/perform Riffs including blue notes

I can identify/perform Blues melody

I can identify/perform Walking bass line

I can compose an authentic blues melody through improvisation

Structure and Form 2 – Medieval Music

I can identify/perform Ternary form structure

I can identify/perform Drone

I can identify/perform Modal melody

I can identify/perform Parallel 5ths

I can identify/perform Question and answer melodic shape

I can identify/perform Appropriate medieval timbres

I can identify/perform Compose independently over a given drone

Target(s) Target…

YEAR 8 - Term 1 By the end of this unit,

Key Vocabulary B2.1 Health & Lifestyle I can explain the role of each nutrient in the body.

I can describe how to test food for starch, lipids, sugar, and protein.

I can describe some health issues cause by an unhealthy diet

I can describe the process of digestion.

I can describe the effects of drugs on health and behaviour.

I can describe the effect of alcohol on health and behaviour.

I can describe the effect of tobacco smoke on health.

C2.1 The Periodic Table

I can use patterns to classify an element as a metal or non-metal.

I can use patterns to predict properties of elements.

P2.1 Electricity & Magnetism

I can explain how objects can become charged.

I can describe what is meant by current.

I can describe what is meant by potential difference.

I can describe how current and potential difference vary in series and parallel circuits.

I can calculate the resistance of a component and of a circuit.

I can describe how magnets interact.

I can describe how to change the strength of an electromagnet.

I can describe some uses of electromagnets.

B2.2 Ecosystem Processes

I can describe the process of photosynthesis.

I can explain the distribution of the chloroplasts in the leaf.

I can describe how a plant uses minerals for healthy growth.

I can describe where chemosynthesis takes place.

I can describe the process of respiration.

I can describe the differences between aerobic and anaerobic respiration.

I can describe what food webs show.

I can describe the interdependence of organisms.

I can identify niches within an ecosystem.

C2.2 Separation Techniques

I can explain how to identify pure substances.

I can use the particle model to explain dissolving.

I can explain what a saturated solution is.

I can explain how filtration works.

I can explain how to use evaporation to separate mixtures.

I can explain how chromatography separates mixtures.

Target(s)

YEAR 8 - Term 1 By the end of this unit, I will know:

Key Vocabulary I can use SELF-AWARENESS to understand the concept of attraction, and why some people might be considered attractive or not.

I can use AMBITION to understand the difference between biological sex and gender, and to understand what is meant by being transgender.

I can use COLLABORATION to act out and understand the process of Christian wedding in the UK.

I can use CURIOSITY to understand the sexual body parts of different genders, and to begin to explore the concept of sexual health.

I can use RESILIENCE to understand the importance of good conversation skills in establishing positive relationships.

I can use RESPONSIBILITY to understand how to build new relationships, and the importance of doing so in a safe context.

I can use EMPATHY to understand the age of consent law, and the potential impact upon underage sexual relationships.

Target(s)

YEAR 8 - Term 1: Spanish By the end of this unit, I will know:

Key Vocabulary Mis amigos y yo – My friends and I I can describe hair and eyes using the verb tener

I can describe personality using the verb ser

I can describe how I get on with somebody using relationship phrases

I can use opinions to say what I like/dislike doing with friends

I can use the near future tense to say what I am going to do

I can describe Dia de los Muertos

I can write paragraphs of 40 words or more about myself and friends

I can pick out key information in listening and reading tasks

I can summarise and organise my learning onto key revision cards

I can recall the key vocabulary from memory for the topic mis amigos y yo

Todo sobre mi vida – All about my life

I can use the present tense

I can use adverbs of frequency

I can discuss use of mobile phones

I can give extended opinions on music, TV and films

I can use comparisons

I can use the preterite past tense to say what I did last weekend

I can give information about famous Spanish speaking people and discuss popular culture in Spanish speaking countries

I can give information about Christmas in Spain

I can write 40 or more words to describe todo sobre mi vida

I can translate sentences using the topic vocabulary

I can use my revision cards to summarise and organise my notes

I can recall the key vocabulary for this topic from memory

Target(s)

YEAR 8 –Sports By the end of this unit, I will know:

Key Vocabulary Hockey I can demonstrate moving with the ball at pace.

I can demonstrate passing the ball on the move-push/slap.

I can demonstrate tackling jab / block.

I know positions and roles within a game.

I know rules of a mini game.

I can take part in mini hockey games.

Badminton and Tennis

I know the court playing area.

I can demonstration overhead clear.

I can demonstrate service variation.

I can take part in doubles matches.

I know how to umpire a game.

I know basic doubles scoring.

Football

I can use both feet, different types of turns, keep close, head up and attack space.

I can control the ball using different body parts.

I can demonstrate passing and shootng.

I can demonstrate heading, different types. I can demonstrate basic defending and attacking. I know more advanced rules. Rugby I can demonstrate handling. I can run with the ball and pass. I know how to form a team attack. I know how to form a team defence. I can demonstrate scrummaging. I can demonstrate tackling. Cricket,Rounders and Softball I can demonstrate underarm & overarm. I can demonstrate good fielding, throwing and catching. I can demonstrate good basic batting stance and contact. I can demonstrate good basic catching techniques. I understand tactics and strategies. I know basic rules.

Target(s)

YEAR 8 – Athletics By the end of this unit, I will know:

Key Vocabulary Sprints I can lead a warm up and cool down.

I know drive phase.

I know pick up.

I know bend to straight.

Jumps

I can lead a warm up and cool down.

I know the distance and speed of run up.

I know types of jump style.

Throws

I can lead a warm up and cool down.

I know how to build speed to create power control.

Target(s)

YEAR 8– Gymnastics & Dance By the end of this unit, I will know:

Key Vocabulary Balancing I can take the weight of a partner to balance.

I can counter balance and counter tension.

Vaulting

I can through.

I can straddle.

I can leapfrog.

I can side. I can consider speed, levels and directions of movement. I can use a mixture of apparatus. I can demonstrate flight and assisted flight. Dance I can explore a range of dance actions. I can explore a range of dance dynamics. I can explore the use of space in dance. I can explore a range of dance relationships. I can choreograph and perform as a solo, duet and ensemble.

Target(s)