HAYGROVE

SCHOOL

YEAR 8

Curriculum Booklet

Dear Parents,

Welcome to being a parent of a Year 8 student at Haygrove School.

In Year 7, a large number of students gained the Achiever Award showing their

commitment to learning, attendance and school life. Many also achieved awards in

numeracy and reading. We also had a large number of students attend school camp which

proved a highlight of the year.

Whilst Year 7 was all about making the major transition from Primary to Secondary

education, Year 8 will focus much more on engaging with learning and ensuring that the

students make the very most of each opportunity.

There is a wide range of music clubs on offer to students both at lunch time and after

school. These clubs are open to all abilities and will culminate in music concerts throughout

the year.

I am sure that many Year 8 students will want to audition for the School Production.

After the many successes on the sports field in Year 7 in athletics, rugby, football, netball

and hockey, I am looking forward to witnessing further sporting achievements and

supporting our teams again this year.

As well as all the sports, music and drama activities, there are a number of other

opportunities available for students to participate in during the course of the year

including:

„Time in a Bottle‟ Alcohol awareness session

French Exchange

Year 8 Camp.

I am looking forward to seeing the students progress even further during Year 8 and to

see more students getting involved in the wider aspects of school life.

I look forward to working with you, so that together we can encourage our students to

achieve their full potential and enjoy a happy school experience.

Best wishes to you all.

Mrs L Mills

Head of Year 8

The Curriculum in Year 8 The following pages briefly describe the topics and skills covered in each of the subjects

your child will study in Year 8. We hope you will be able to support your child‟s progress

better by knowing something about the topics they are studying. For example, in Science

they will be studying Nutrition while in Design and Technology they study baking and use

ICT to promote healthy eating, so talking about healthy eating, looking at food labels and

even helping to prepare meals would be helpful.

In Year 8, in Maths, English, Literacy, Numeracy and Science, students are separated into

ability groupings. In Year 9, nearly all subjects will be taught in ability groups. Half the

year group now learn Spanish and half learn German, in addition to their French lessons.

Regular reports will be issued to share targets and progress.

Assessing Progress Year 8 is the second year of Key Stage Three (KS3) of the National Curriculum. At the

end of KS3, in Year 9, students will receive their final teacher assessed levels in all

subjects before moving on to their Key Stage 4 (KS4) courses and GCSEs.

We will use National Curriculum levels to report on the progress made by your child

throughout Key Stage Three (KS3). At the start of Year 7, most students will have

achieved a level between L3 and L6, with the majority scoring a L4 or L5 in each of the

core subjects of English and Mathematics. By the end of Year 9, most students will

achieve at least L5 in each subject while many will go on to reach L6 or L7 in at least some

subjects.

Each level covers quite a wide range of achievement so to make them more useful we follow

the common practice of dividing levels into three e.g. L5c, L5b, L5a.

5c = Is just starting to work at L5

5b = Is working within L5

5a = Is working at the top end of L5

These levels will be used to set targets within subjects, to mark some pieces of work and

in class tests and in reports to parents.

We expect each child to make at least two sublevels of progress in each subject each

year. For some students this would not be sufficiently challenging and higher targets will

be set.

English

During the year, students will study:

Horror Genre:

a modern play

horror writing.

Romance Genre:

a Shakespeare play

non fiction writing styles

a pre 20th Century ballad.

In addition to this, they will read a modern novel and work towards the Public Speaking

Competition.

There will also be opportunities to be involved in creative writing, the Public Speaking

Competition, the Independent Reading Award and, possibly, theatre trips.

The Curriculum also enables students to develop STRIPES skills and thinking skills.

There is also a new Homework Project encouraging independent study. Students will work

though a “Reading Passport” as their homework for the year, encouraging cross-curricular

reading and developing comprehension and speaking and listening skills.

Assessments in speaking and listening, reading and writing will be completed during each

term. A draft book is used for classwork and preparation for assessments. Assessments

are completed in an A4 progress book. This book will also contain evidence of peer and

self-assessment completed by the students using a green pen.

Study support sessions are run by our Literacy LSA at lunch times and are open to

everyone.

Literacy In addition to studying English, students will also develop their Literacy skills in one

Literacy lesson a week. The course is designed to ensure that students see the cross-

curricular importance of good literacy skills. Students will study various modules based

around real text and non-fiction writing. Where possible students will also be required to

see the careers links within the Literacy module in order to see that they are being

equipped with life-long learning skills.

During Year 8 students will study the following modules:

Cooking up a storm

Journalism

Marketing.

Within these modules the focus will be on different facets of the following:

AF5 – Sentence structures, verb tenses, agreement and parts of speech

AF6 – Punctuation for effect

AF7 – Vocabulary selection

AF8 – Spellings.

Year 7 and 8 students will also have spelling tests to help them continue the independent

learning which they have been used to at primary school. This process of learning

homework and testing helps students to see that spelling is something which requires

active engagement in order to tackle and make progress!

The Literacy Curriculum in Years 7-9 allows students to improve on their personal learning

and thinking skills in conjunction with the STRIPES Awards.

Assessments will take place on a half-termly basis and will concentrate on the Literacy

skills that have been covered that term. Assessments are completed in an A4 book. This

book will also contain evidence of peer and self-assessment completed by the students

using a green pen.

Students who have difficulties with Literacy will be offered a range of interventions to

help support their progress. This will include spelling groups, reading groups before school

and during lunchtimes. For some, this might involve one-to-one tuition for a 10 week period

or participation in one of the interventions such as Individual Literacy Intervention (ILI)

or Read, Write, Inc with specially trained LSAs.

Mathematics During the course of Year 8, students will study the following topics:

Rounding and Decimals

Construction

Simplifying Algebraic Expressions

Indices

Averages

Forming Expressions

Factors, Multiples and Primes

Circles – Circumference and Area

Substitution

Area and Volumes

Ratio and Proportion

Angle Rules

Probability

Displaying Data

A variety of resources are used including textbooks, work sheets and interactive

activities. We also use MyMaths.co.uk, MangaHigh.com and SumDog.com to support

learning both in the classroom and at home.

Homework is given regularly and is used to reinforce, consolidate and extend learning and

to support independence. The nature of homework tasks can vary between exercise

questions, learning or revision, display work or research. Many homework tasks will be

done online via the web sites listed above where each student has an individual login and

password.

We encourage parents to support students‟ learning by looking through their exercise

books, monitoring their online activities and talking about their work and progress

regularly.

ASSESSMENT

Assessment of students‟ learning is continuous. In addition, there will be regular

assessment tests, approximately every half term. There will also be an end of year

examination in the Summer Term.

Numeracy

Measure (level 1 and 2). Students in KS3 will follow either the Foundation

(Level 1) or Higher (Level 2) course depending on their ability. The following

topics will be covered in Years 7, 8 and 9:

Number size and rounding

Integers and the 4 rules

Decimals

Converting units

Tables and charts

Types of numbers

Fractions

Fractions, Decimals and percentages

Percentages and applications

Perimeter and area

Time and timetables

Volume

The way it will be taught

Students will be learning through a variety of lesson styles - firstly teaching

the skills, then moving on to applying those skills to increasingly complex

problems and investigations, preparing them for life in the real world where

they will need to apply their skills to every day situations. It is hoped that

these projects will create links between the work being done in the classroom

and possible careers, further study or improvements in life skills. They will

also enhance thinking skills and problem solving skills.

Assessment

Students are assessed on a half termly basis against the complexity of the

classwork completed, leading to a Bronze, Silver or Gold certificate. There

will also be two assessment windows each year to allow a more formal test to

be taken leading to a National Curriculum level. These tests will be in line

with the assessments for the Edexcel Award for Number and Measure.

Various other forms of assessment will take place during lessons and for

homework.

Science

At Haygrove, the Science content of the National Curriculum is taught as a two year

course based on the new „Exploring Science- How Science Works‟ Scheme by Pearson

Education. The two year scheme offers accelerated learning through the curriculum by

building on students‟ prior knowledge, ensuring continuity of progression from KS2,

avoiding the unnecessary re-visitation of topics.

The following KS3 subject areas are covered in twelve units of study across the two year

course;

Scientific Enquiry (Sc1)

Life Processes and Living Things (Sc2)

Materials and their Properties (Sc3)

Physical Processes (Sc4)

At the end of Year 7, students are set by ability into Higher and Foundation groups to

better enable staff to support their individual needs. They have three one hour lessons of

Science a week.

Term 1 Term 2 Term 3

Unit 8.1 Body Systems Unit 8.3 Light and Sound Unit 8.5 Earth and Space

Unit 8.2 Elements,

compounds and Mixtures

Unit 8.4 Reactivity Series Unit 8.6 Variation and

Inheritance

ASSESSMENT

Regular informal Assessment for Learning takes place during lessons and is used to inform

the effectiveness of Teaching and Learning. Work in lessons is supported through short

weekly homework tasks, including the online assessment package „DoddleLearn‟.

Formal assessment takes the form of End of Topic Tests at the end of each unit of study

as well as three Level Assessed Tasks over the year. Marks in the tests are used to

review individual student progress by comparing them against their personal Targets. The

results of these, together with their performance in the Level Assessed Tasks, are

continually monitored so that intervention lessons can be arranged if necessary and are

used to set students in following year.

CROSS CURRICULAR THEMES

The course incorporates a variety of cross-curricular themes and is built around Social and

Emotional Aspects of Learning (SEAL) and Personal Learning and Thinking Skills (PLTS).

Literacy – students will practice using language, both spoken and written, to think, learn,

express their ideas and use information and evidence to support and evaluate their

analysis, ideas and views.

Numeracy – students will be making measurements, collecting and handling data, drawing

graphs and using formulae.

ICT – there are many opportunities to use ICT, including data-logging, data handling,

modelling, simulations, and DTP.

PSHE – as part of the „Reproduction‟ Unit, students will learn about puberty and human

reproduction including a brief introduction to contraception and health care.

USEFUL WEBSITES

www.bbc.co.uk/schools/ks3bitesize

www.skool.co.uk

Art & Design Students follow a wide programme of study which is based on the study of Artists and

Cultures from around the world and informed by the Art National Curriculum.

Students will have the opportunity to work in a wide variety of media in 2D and 3D, for

example:

~ Acrylic Paints ~ Watercolours

~ Canvas ~ Charcoal

~ Oil Pastel ~ Mixed Media

~ Printing ~ Plaster of Paris

~ Wire ~ Digital Manipulation

~ Papier Mache

The topics studied allow students to develop their skills in the essential „Formal Elements

of Art‟:

~ Line ~ Tone ~ Space

~ Shape ~ Colour ~ Texture

~ Form ~ Pattern

THEMES

To ensure that the students cover all aspects of the National Curriculum, we work within

Themes such as:

~ Insects

~ Cultural patterns

~ Street Art

Within these main themes, the department will choose an artist who exemplifies this area

of study, for example, Insects - Steampunk. The subjects to be covered change each year

in accordance with individual teachers‟ planning; examples of this year‟s projects would be

Start Art Graffiti, 3D Insects and Indian pictures.

ASSESSMENT

The students‟ work is marked from home learning projects each term and exercises

completed in class are formally assessed three times a year at the end of each term.

The Department's close links with Drama have seen students making scenery and masks

for productions and we work with visiting teachers in Modern Foreign Languages, whose

input has greatly improved insight and learning into such topics as Japanese Art and

Mexican Art.

USEFUL WEBSITES

Any of the major galleries such as the Tate, the National Gallery and the Royal Academy

have excellent websites and there are numerous specialist Art sites eg www.Artchive.com,

streetartutopia and Artfinder.

Computing In year 8, students study computing which combines experiences of being a user of

computer programs as well as learning the basics of creating computer programs.

Throughout the year, students will gain a variety of experiences in a number of software

packages which will present them creative and computer science opportunities. The

subject is delivered through a series of mini projects where students will use the

Microsoft Office Suite, and the Adobe Creative Suite.

Many of the projects will encourage the development of computational thinking and

computing skills through programs such as Scratch, Kodu Game lab, App Inventor and

Python. Using these programs, students will be able to write and manipulate code using

visual and text based languages. They will learn about algorithms and procedural thinking

as well as developing problem solving skills and resilience

In addition to using software, students will gain a knowledge and understanding of how

computers work, what is in a computer and how to put one together, as well as how

computers communicate with others on a network and how the internet works.

Design & Technology

1 COURSE DESCRIPTION

Students work with a range of materials in specialist workshops. The Year 8 Curriculum is

delivered in modules of approximately six weeks.

The modules are as follows:-

Breakfast Brainiac – Students work through a number of food based tasks. The

main aim for students here is to learn about starting the day healthily and focuses

on the important role breakfast plays in the diet, whilst learning to equip

themselves with the knowledge about designing with food and cooking on a budget.

Food Detectives - In this module, students will have the opportunity to further

their cooking skills and embrace different cultures whilst understanding the impact

they have on the British diet. Students will also understand the risks associated

with bacteria and food poisoning, learn about local and seasonal ingredients, their

nutritional qualities and functional properties.

Festival Critters-Students will learn how to analyse existing products to support

design creativity and build on the previous year‟s practical skills to develop and

manufacture a mascot to help promote a festival and appeal to a younger audience.

Ear Bud Tidy-Students are presented with a challenging every day problem. They

must design and make a high quality object or device that will support a wide variety

of users in their management of ear bud wires. The product must take account of

dimensional accuracy utilising CAD/CAM (Computer Aided Design and Manufacture).

MP3 Amp – Students discover through practical tasks how to assemble and build an

MP3 amplifier. This project creates a platform for students to further develop

their electronics knowledge of transistors used as an amplifier by populating and

soldering their first integrated circuit. The students must investigate and justify

which components to use in the design; this provides them with an understanding of

how similar products are manufactured in the real world.

Jewellery – Students have the opportunity to learn about new materials through

modelling and product testing. This module allows students to be really creative,

drawing on inspiration from nature to popular culture to produce a decorative item.

2 ASSESSMENT

Each module has a focus for assessment to show progress over the Key stages. We would

expect Year 8 students to obtain 4 sub levels (1 whole level + 1 sub level) above their

target from KS2 data. We feel that it is important that students take responsibility for

their own learning and they are encouraged to track, reflect and take action on their own

progress using their Assessment Booklets.

3 PARENTAL SUPPORT

Parents can support students with the organisation of tools, equipment and occasionally

ingredients for lessons. Providing their child with the opportunity to discuss their design

ideas at home would also be helpful.

4 USEFUL WEBSITES

www.foodafactoflife.org.uk/

www.technologystudent.com

www.dtonline.org

www.nutrition.org.uk

www.foodlink.org.uk

www.bbc.co.uk/schools/qcsebitesize

www.designandtech.com

www.foodstandards.gov.uk

www.sainsburys.co.uk

5 HOMEWORK

All homework will support students‟ learning. Tasks will be varied and relevant to their

classwork. Tasks typically set include:

researching

designing

planning

preparing ingredients for food lessons

evaluating

home learning tasks covering several weeks resulting in a creative manufactured

item.

Each homework task will take no more than 30 minutes to complete.

6 CHARGING POLICY

Parents will be asked to contribute to the cost of the materials used for making products

at the beginning of the year. This support is very much appreciated as it enables us to use

a wider range of materials than would otherwise be possible. Once completed, all items

made throughout the year are taken home.

Design & Technology STEM Club

The UK has been at the forefront of design and innovation throughout

history. British designers have been responsible for many great inventions,

and are still commonly acknowledged to be among the best in the world when

it comes to developing new solutions to existing problems.

British inventions have had an enormous impact on our world. For example,

imagine how different life would be today if Michael Faraday had not built

the first simple electrical generator or if James Watt had not developed the

steam engine?

This year in Haygrove School STEM Club, we shall be developing a range of

new pioneering projects. We believe that STEM should incorporate the

latest technology and inspire a new generation of designers, engineers and

scientists. This year we will be running projects within the topics of robotics,

design innovation, sustainable design and ecological design by producing a

solar car for Toyota.

Drama

In Year 8, we build on the work of Year 7 developing some of the Drama skills experienced.

The emphasis is still on building confidence and experimenting with drama techniques to

explore issues and ideas particularly relevant to PSHE and Citizenship while the link with

the STRIPES Awards continues.

For our stimulus, we focus on scripts; this also supports the English curriculum, helping

students develop ideas from page to stage.

THE YEAR’S WORK

Over the year we will be:

~ exploring movement and physical theatre

~ revisiting performance skills particularly vocal clarity, projection and expression

~ working on characterisation particularly gesture and facial expression

~ working with monologue and duologue extracts

~ studying extracts of a whole play - linking with English and PSCHE

~ playwriting, devising and performing.

Homework - line learning, research into topic.

EXTRA CURRICULAR DRAMA

Theatre Trips

School Productions

Arts Award

Geography

Geography inspires students to become global citizens by exploring their own place in the

world; their values and responsibilities to other people, to the environment and to the

sustainability of the planet.

Geography helps students make sense of a complex and dynamically changing world.

In Year 8, we develop students‟ sense of place through a study of a less economically

developed country. We continue to enhance students‟ understanding of physical and human

processes through the study of farming, coasts, volcanoes and earthquakes.

TOPICS COVERED:

Farming

Plate tectonics/earthquakes/volcanoes

Kenya

Coasts

These topics will introduce students to many geographical skills including the use of Google

Earth for decision making. Fieldwork trips to Rodway Farm, Steart Nature Reserve and

the South Coast will help students appreciate the World around them.

The department uses a variety of resources and a range of learning methods.

We usually have one assessment per term including one based on the San Francisco

earthquake.

Homework will be varied and flexible. It will usually link closely to class work. Examples

include research, project work, revision, writing up a report or a worksheet. We aim to

make homework relevant, useful and accessible to all. It will be set where appropriate to

the learning process.

Health & Citizenship A new Health and Citizenship course has been introduced this year throughout Key Stage

3. Teachers, Heads of Year and students have worked together to create the curriculum

which progressively builds students‟ breadth of knowledge, year on year.

In the Citizenship part of the course, students will be assessed once a year using

Citizenship National Curriculum guidelines. However, there are no National Curriculum

levels for Personal, Social and Health Education and students will study topics from the

National PSHE framework.

Students in Year 8 currently receive one lesson per fortnight of Health and Citizenship.

The students will learn how to take action for Fair Trade (linked to Literacy scheme of

work). We will address students‟ identity and diversity and address the safety of our on-

line identity.

Topics covered:

Taking responsible action for change

Taking Risks

Identity and diversity

History

Through studying History at Haygrove, students should...

see the present in the context of the past in terms of understanding their own

place within the story of humanity

be encouraged to develop a respect for the people in the past and begin to

understand them on their own terms

be able to communicate effectively in a wide range of forms and situations. They

should be able to present information, analyses and interpretations in a well

informed and balanced manner

have the ability to use information critically, no matter the source. This is vital

when interpreting the news media, reading books or even in conversation

be engaged and find enjoyment in the study of History. Students should be inspired

to continue their interest in history.

What do students in year 8 study?

How close did Britain come to revolution?

Industrial Revolution – Why did we have one?

Origins of the Empire- why did we want one?

Why lay behind the lay slave trade?

Why did Bridgwater want change and why did Bristol apologise?

Why was WWI so shocking?

What caused 16million deaths?

What was life like for a soldiers in WWI?

What was life like for a soldier?

Haig: Hero, Butcher or Bungler?

Did the lives of women improve as a results of WWI?

Modern Foreign Languages

All languages benefit from the newest course books on the market, Studio 2 for French,

Mira Express 1 for Spanish and Echo Express 1 for German

FRENCH TOPIC AREAS COVERED

Talking about the media; reading, cinema, the internet.

Introducing the past tense in talking about weekend activities.

Talking about a relationship and using the future tense.

Describing where you live and talking about meals.

Talking about ambition using comparatives and superlatives.

World Geography and French speaking countries.

SPANISH TOPIC AREAS COVERED

Introducing yourself using numbers and the Spanish alphabet as well as being able to

describe a classroom and items in our bags.

Talking about school subjects, teachers and giving opinions.

Talking about families and giving descriptions.

Saying what you do in your free time and what you are going to do in the future.

Describing your area and using 2 tenses together.

GERMAN TOPIC AREAS COVERED

The themes learnt in Year 8 are as follows:

Greetings and introducing yourself.

Talking about school subjects and a school day.

Introducing your family and describing famous people.

Talking about hobbies and what you like doing in your free time.

Saying what your plans are for next weekend.

MANDARIN

Students identified as meeting Literacy expectations will continue with Mandarin lessons

in Year 8.

RESOURCES USED

We are fortunate to have one of the newest course books on the market which is easy to

use, is very comprehensive and our students find it useful. We also use a very wide range

of interactive resources. All our specialist rooms are equipped with interactive white

boards and projectors. We have an enormous amount of teaching materials (such as mini

white board, clocks, board games, DVDs…) to enhance learning and vary our students‟

experience of learning a language.

EXTRA LANGUAGES LESSONS/CLUBS

French, German, Spanish, Portuguese and Mandarin Chinese will be on offer for all our

Year 8s as clubs (after school) where possible.

HOMEWORK

Homework is usually set once a week and might include a written task or a listening

exercise. Students will be asked to learn new vocabulary by heart regularly and parents

are more than welcome to try and help their children to do this. Learning by heart is a

necessary skill when learning a language.

ASSESSMENT

All students are assessed every half term and they are made aware of their levels as well

as given targets and shown how to improve. These are recorded in their exercise books

for all parties concerned to see and review. Level descriptors are stuck in their exercise

books and are easy for everyone to follow.

USEFUL WEBSITES

www.bbc.co.uk/schools/gcsebitesize

www.languagesonline.org.uk

www.germanabout.co

www.deutsch-lernen.com

www.espanol-extra.co.uk

www.zut.org.uk-oye

www.mflgames.co.uk

Music Students enjoy a very practical approach to music at our school. With a focus on effective

collaborative skills and learning habits, students are given a valuable experience that will help

them become independent, flexible and resilient learners within the Music Department. We

aim to give students a genuine musical experience based on their own interests of exploration,

whilst encouraging the development in and understanding of Western Classical traditions in

musical notation and other forms of music notation.

Our schemes of learning are designed to give learners an opportunity to be actively involved in

music performance, composition and the appraisal of their own and others‟ music. Students will

learn how to effectively communicate ideas and express themselves through music

performance. Through a series of tasks, students will be given the opportunity to reflect on

successful practise methods and become more independent in the preparation of musical

projects, actively seeking to contribute to the wider school community.

Topics covered are:-

Popular Music and Lead sheets

Reggae

The Blues

Musical Patterns.

Students have the opportunity to explore and develop skills on a wide variety of instruments

across a variety of genres, such as:

Orchestral: Strings Brass Woodwind Percussion

Pop: Voice Guitar Bass Drums Piano /Keyboards

In addition to classroom learning, we are able to facilitate specialist instrumental teaching at

Haygrove. All students are encouraged and supported to take up an instrument regardless of

their previous experience or ability.

The units develop students‟ ability to recognise musical notation, allowing them to understand

how a composer‟s intentions are communicated. Students will develop their composing skills

through the composition of their own music. Performance will be assessed through small group

and whole class work, using given graphic scores.

During these units learners will demonstrate in class discussion and performance an awareness

of music culture. Learners will develop performance, theoretical and cultural knowledge

independent of their teacher, adopting a collaborative inquiry-based approach to encourage

independent thinking and learning.

Physical Education

COURSE DESCRIPTION

During Key Stage 3, students:

become more expert in their skills and techniques and apply them in different

activities;

develop understanding of what makes a performance effective and how to apply these

principles to their own, and others‟ work;

learn to take greater initiative and make decisions for themselves about what to do

to improve performance;

improve all areas of their physical fitness in order to achieve success;

improve their determination to succeed;

develop their knowledge of fitness, personal and social health and well-being.

In Year 8, during the Autumn and Spring terms, students will follow modules of work in

Rugby (boys), Netball (girls), Hockey, Health Related Fitness, Gymnastics, Dance and

Badminton.

In the Summer term, students will follow modules of work in Athletics, Cricket and

Outdoor and Adventurous Activities.

Students and teachers use assessment cards to evaluate progress at the end of each

module.

EXTRA CURRICULAR OPPORTUNITIES

Numerous clubs take place each week, both at lunchtime and after school. Students have

the opportunity to participate in Rugby, Football, Basketball, Hockey, Netball, Gymnastics,

Trampolining, Badminton, Cross Country, Cricket, Rounders, Dance and Athletics.

Religious Education Religious Education in Year 8 builds on the foundations laid in Year 7, encouraging students

to question and make sense of the world around them.

Units studied include:

Character Education – an exploration of what „character‟ is, what shapes our character

and a study of famous, world changing characters, such as Gandhi

An exploration of rules, different aims and types of punishment, and their

effectiveness

Rites of Passage – what important stages there are in life, why they are significant and

how different people respond to or celebrate them.

‘16 Habits of Mind‟ – an exploration of which habits enable success. This unit allows

students to evaluate their own habits and aims to give the opportunity to envisage and

work towards success, both in and out of school.

Key skills focussed on in Year 8 include synthesis, investigation and self-understanding.

There is plenty of scope for students to reflect on their own experiences and to develop

the core attitudes of curiosity, fairness and respect.

Students are assessed regularly twice per term and awarded a level in line with the

National Standards for RE. In Year 8, we would expect a student to be working between

Levels 4c to 6a.

If you have any questions at any time about the content of the subject or your child‟s

performance in the subject, please do not hesitate to contact their Religious Education

teacher.

Careers Education Year 8 allows students the opportunity to build and expand upon the work they started in

Year 7. With the emphasis still upon students' personal skills and qualities, they will begin

to consider what is required for success in the world of work. Students will at this stage

begin to evaluate their own skills and qualities against those that they expect they will

need to pursue the ambitions they have on leaving Haygrove School. A key element of the

work completed in Year 8 will be teaching students to plan and review their work - a skill

that is vital in Year 9 when considering GCSE options and then beyond into Key Stage 4.

Students will work for the most part with their tutors in designated tutor time and in

collapsed timetable sessions where the whole year group will focus on Careers Education.

Mrs Plece, Head of Careers, is available during break and lunch times for any careers

queries. A Connect South West adviser is available at school one day each week and

appointments can be made via Mrs Plece.

USEFUL WEBSITES

www.u-explore.com

www.direct.gov.uk.nationalcareersservice

NB – This booklet can be found on the school website. T:\WP\Curriculum\BS\Year 8 Curriculum Booklet 2014.Doc