Year 8 Curriculum Information
Booklet
2017/18
COMMUNICATING WITH THE SCHOOL
At The Corsham School we believe in working in partnership with parents. To do this we need
to communicate effectively with one another. However if you have any concerns please let us
know. If you wish to speak to a particular member of staff personally please ring or write to
make an appointment.
There are a number of people you could contact:
Your child's tutor: Your child's tutor is generally your first point of contact and
he/she is the person you should notify about such things as
any planned absences from school, and the reasons for any
unplanned absence such as sickness.
The tutors in Year 8 are:
Tutor
Group
Tutor Tutor
Base
C8 Edward Johnson H29
O8 Jenna Jackson H3
R8 Elizabeth Walker R6 S8 Hywel Evans R22
H8 Kirsty Darling R1
A8 Lysa Fairhurst T10
M8 Rebecca Young R17
Justin Derby
Year Learning Manager
You may wish to tell Mr Derby about any matter that might
affect your child's work or if you wish to raise a more serious
issue with the school.
Marcus Chapman
Deputy Headteacher
You may wish to contact Mr Chapman if you are worried or
unsure about any aspect of your child's teaching or the
curriculum. Alternatively you might wish to contact the
subject Team Leader directly
Robert Staten
Assistant Headteacher -
Care & Guidance
Mr Staten has overall responsibility for the level of care the
school offers students and for the discipline of the school.
You may wish to contact him if you feel your concern should
be addressed at a senior level.
ACADEMIC MONITORING AND REPORTING TO PARENTS
During the course of Year 8 the progress your child makes is monitored carefully. All staff
who teach your child will make regular assessments of your child's work.
The chart below shows the times in the year when students are reported on formally or
opportunities arranged for you to come to school to talk to relevant staff.
Curriculum Information Evening
A meeting for all Year 8 parents in S Block Hall
Monday18th September 2017
Parents' Evening
Year 8 Parents' Evening will be on
Thursday 21st June 2018
This will provide an opportunity to talk to your child's
subject teachers.
Annual Report
May 2018
CURRICULUM STRUCTURE
The curriculum means more than just lessons. It includes the atmosphere, attitudes and
relationships which create a high quality of life in the school as a whole. An evaluation of the
school by OFSTED commented that "in view of the standards achieved, the overall good quality
of learning and teaching and the excellence of the pastoral system, the school provides good
value for money". Pleasingly, it notes how "most Students are well motivated, attentive, make
good progress across all subjects" and that "Students make good gains in knowledge and are
able to use and apply their knowledge".
Our Curriculum Aims
To provide a supportive and challenging school experience.
To provide content and delivery of the curriculum that promotes equality of opportunity
regardless of gender, race or culture.
To provide additional support to students in accordance with the Learning Support Policy
of the school.
To value and promote equally all areas of the curriculum and ensure that the provisions and
arrangements of the school enable all students to develop fully their interests and aptitudes
appropriate to their abilities, with opportunities to excel.
To develop appropriate skills in the prime areas of experience in literacy, numeracy and
communication, in the physical, linguistic, aesthetic, historical, geographical, scientific,
technological, moral, social, cultural and spiritual aspects of human life.
To encourage children to develop initiative, lively inquiring minds, an enjoyment of
learning and the skills which enable them to take advantage of post school educational
opportunities.
To promote the idea of co-operation and teamship which will provide students with the
social skills necessary to live in the wider community.
To encourage and develop links with the community which will assist students in taking
their place in society, as parents, citizens and consumers, and to help to understand how
groups and individuals relate to each other.
To prepare students for not only the world of work, but also for leisure, which will give
them personal satisfaction.
To promote an understanding of the benefits of a healthy lifestyle including physical fitness.
To develop awareness and respect for the environment and an understanding of Sustainable
Development.
To provide opportunities both in the curriculum and extra-curricular activities, which will
enable students to take responsibility for themselves and develop their self-respect and
confidence.
THE NATIONAL CURRICULUM
Key Stage 3 (Years 7, 8 and 9)
All students will:
Study the basic curriculum subjects Art, English, French and/or German, Geography,
History, Mathematics, Music, PE, Science and Design Technology, Computing, RE,
PSHE and Citizenship.
Study Drama as a discrete subject.
Develop their ability to use Information and Communication Technology.
Be engaged in activities to promote good citizenship, teamship and audienceship.
CURRICULUM MODEL FOR 2017/18
We have a two week timetable that consists of 50 1 hour lessons.
Curriculum Structure at Key Stage 3
Year 7
Maths English Science MFL DT His Geog Art Music Drama PE P&C Computing
6 6 6 5 3 3 3 3 3 2 5 3 2
Year 8
Maths English Science MFL DT His Geog Art Music Drama PE P&C Computing
6 6 6 5 4 3 3 3 2 2 5 3 2
Year 9
Maths English Science MFL DT His Geog Art Music Drama PE P&C Computing
6 6 6 5 4 3 3 3 2 2 5 3 2
Curriculum Structure at Key Stage 4
Core 70%, Options 30%
Maths English Extra
Science
or
English
Science PSRE PE Option 1 Option 2 Option 3
7 7 4 10 3 4 5 5 5
* Choice of courses
CURRICULUM ENRICHMENT
At the Corsham School each student’s curricular experience is enriched in a variety of different
ways. A list of after school activities is sent home each term.
Field Work,
Trips & Visits
Residentials
Work
Experience
&
Teamship
Competitions
& Extended
Projects
After School
Activities /
Masterclasses
Sharepoint
Fund-
raising,
Community
&
Citizenship
Challenge
Days
&
Enterprise
Events
Performance
Participation
Presentation
Audienceship
National
Curriculum
Citizenship
&
RE
CURRICULUM ORGANISATION
Teaching staff at The Corsham School are organised into subject "Teams" each with a Team
Leader. The curriculum is organised so as to be delivered through these teams.
Team Team Leader Subjects Covered
Maths
Science
English
Modern Foreign Languages
Drama
Art
Music
People and Community
Studies
History
Geography
Technology
Physical Education
Computing
Alun Davis
Peter Robards
Paul Wilkes
Susan Hawkins
Charlotte Derham
Rachael Sloan
Victoria Chiles
Elizabeth Beavan
Julia Browne
Stephen Simms
Rachael Sloan
Sarah Humphreys
Ian Bodey-Jones
(ICT Co-ordinator)
Maths
Science
English and Media Studies
French, German, Spanish
Drama
Art, Photography &
Textiles
Music
RE, PSHE and Citizenship,
Sociology, Psychology
History
Geography
Resistant Materials,
Product Design,
& Food Technology
PE, Games, Dance,
Outdoor Pursuits
ICT and Computing
PSHE EDUCATION INCLUDING SEX AND RELATIONSHIPS EDUCATION
Sex and Relationship Education at Corsham takes place within the context of a wider scheme of Personal
Social, Health and Economic Well Being Education.
It can be seen as occurring in two phases:
Phase One, during Year 7, SRE centres on relationships within the family and on the personal changes
involved in growing up. Lessons will focus on those changes in context through a simple understanding of
human reproduction.
Phase Two, Years 9, 10 and 11 builds on this preliminary work with closer attention to issues concerning
sexual relationships, contraception, and related questions of sexual and emotional health.
The approach taken combines the provision of appropriate information with the creation of opportunities for
students to reflect on their own and other people's attitudes and feelings will aim to develop the capacity for
balanced and responsible decision-making.
It is important to stress that our contribution to the students' development in this very personal area of the
curriculum is part of a shared enterprise between school and home. It is, accordingly, an aspect of the school's
work in which we particularly welcome parents to discuss and clarify the nature of the work we are doing.
The programme outlined above and the approach that we adopt have the approval and support of the governing
body, but parents should be aware that they do have the right in law to withdraw their children from the
school's SRE. Parents considering taking this step should contact the Headteacher.
RELIGIOUS EDUCATION AND WORSHIP
Religious Education is taught according to Wiltshire SACRE's Agreed Syllabus, which prescribes the learning
objectives that should guide the teaching of the subject, rather than laying down a specific body of content.
The key principle guiding the presentation of RE at The Corsham School is that it does not have a dogmatic
or confessional purpose, but represents religious belief broadly as an element in human life and experience,
and more as a search than as a set of conclusions. Our two broad aims are: firstly to develop students'
appreciation of the religious response in its various forms of expression, with an eye both to the Christian
background and traditions of this country and to the rich variety of faith and practice in our own society and
throughout the world. Secondly, in conjunction with work undertaken in Personal, Social, Health and
Economic Well Being Education, to give Students the opportunity to develop and reflect on their own personal
responses to questions of meaning, purpose and value.
PSHE Education, Citizenship and RE are delivered through the People and Community Studies department,
which is timetabled as P & C.
ICT AT KEY STAGE 3
Computers are now part of everyday life and, for most of us, technology is essential to our lives, at home and
at work. ‘Computational thinking’ is a skill that all Students must learn if they are to be ready for the workplace
and able to participate effectively in the digital world.
A high-quality computing education equips Students to use computational thinking and creativity to
understand and change the world. Computing has deep links with mathematics, science, and design and
technology, and provides insights into both natural and artificial systems. The core of computing is computer
science, in which students are taught the principles of information and computation, how digital systems work,
and how to put this knowledge to use through programming.
Digital Literacy is the ability to effectively, responsibly, safely and critically navigate, evaluate and create
digital artefacts using a range of digital technologies. The creation of digital artefacts is integral to the learning
of computing. These can take many forms, including digital images, computer programs, spreadsheets, 3d
animations and this booklet.
The pervasiveness of computing technologies is reflected in the use of digital resources throughout the
Curriculum. Throughout the school students will use industry standard applications based around the
Microsoft Office 2010 suite and online Office 365 cloud applications. Within subjects, work is based upon
the needs and demands of the different subjects of the curriculum.
To aid this work, The Corsham School now has twelve main IT suites containing between 20 and 30 computers
all linked to the school network and Internet. This is supplemented by class sets of iPads for use in other
subject areas such as English, Maths, Science and Geography and Humanities. This allows students to work
individually developing their own skills at their own pace as well as being a valuable resource for research
and interaction with the class teacher. The use of IT across the curriculum ensures that there are appropriate
opportunities for students to develop their understanding of the principles necessary for the effective use of
current technologies.
At Key Stage 3 students also receive two lessons per fortnight in Computing dedicated to developing the skills
and approaches that will enable them to make better use of the IT facilities. Throughout Key Stage three this
will include:
Basics of file handling, organisation and printing
Research and gathering information
Word processing and desktop publishing for presentation and display
Information handling through spreadsheets and databases
Problem solving through the use of ICT tools
Using coding in the solving of problems
Understanding the fundamentals of computer hardware
Refine and evaluating work and success criteria
SPECIAL EDUCATION NEEDS AND DISABILITIES
The Corsham School commits itself to recognise the individual needs of all its students and to maximise their
individual potential by striving to offer a caring and educationally appropriate environment for all.
The Learning Support Team has an overall responsibility for those who will from time to time require special
assistance; be that academic, physical, emotional or social. Wherever possible this is done through the
development of whole-school responsibility so that the work of Learning Support Team is integral to the work
of the school.
Students may from time to time require a more specialised programme than that which is provided for the
majority of students. Where resources allow we will provide this. With the exception of any legal requirements
the school tries not to distinguish students with Education, Health and Care Plans from others who have special
needs. The National Curriculum is seen as an entitlement and will only be disapplied in extreme circumstances.
There are regular short-term focused corrective withdrawal sessions for students who have significant
difficulties with reading, spelling and/or writing.
The school will endeavour to create a climate of support and encouragement in order that students' self-
confidence and self-esteem can develop and that individuals feel valued.
The team is responsible for monitoring and administering the school's implementation of the Special Needs
Code of Practice and appropriate Education Acts. This includes the identification, planning, actioning and
reviewing of SEN programmes.
For matters relating to SEN, contact may be made directly to the SENCO (Special Educational Needs Co-
ordinator) in the first instance. In the event of the matter remaining unresolved parents may approach the
Headteacher and, if necessary, the governors of the school.
The Learning Support Team
Mrs S Warr SENCO
Ms L Smith Inclusion Co-ordinator
Mrs C Evans Higher Level Teaching Assistant /SEBD Specialist
Mrs M Guy Teaching Assistant (English Department)
Mrs L McCormack Higher Level Teaching Assistant (Maths Department)
Ms T Cooper Vocational Studies Co-Ordinator
Mrs A Crawley Teaching Assistant (Maths Department)
Mrs R Crew Teaching Assistant
Mrs T Eckersley Teaching Assistant
Mrs N Evans Teaching Assistant
Mrs E Vogwell Teaching Assistant (English Department)
Mr S Williams Teaching Assistant
Mrs L Martinsen Teaching Assistant
Mrs M Hogger Teaching Assistant (part time)
Ms A Beck Teaching Assistant (part time)
Miss L Wheeler Literacy Teaching Assistant
Ms N Hann Teaching Assistant (part time)
Governor with responsibility for Learning Support – Caroline Bartlett
Information booklet for Parents/Carers and/or a copy of the School's Special Educational Needs Policy is
available on request. Review Date-The SEN Policy will be reviewed annually.
THE FOLLOWING PAGES PROVIDE AN
OVERVIEW OF THE CURRICULUM CONTENT
FOR EACH SUBJECT IN YEAR 8
SUBJECT: MATHS YEAR 8
AUTUMN TERM
SPRING TERM
SUMMER TERM
Year 8 are taught in sets in two halves for mathematics. Tutor groups C, O, R, S are taught in 4 sets; tutor groups H, A and M are taught in 3 sets. The course is
differentiated so that students work within each topic area on material that is suitable for their ability. The curriculum for Year 8 is split into 16 units of work
which vary slightly depening on the set the student is in; 5 or 6 in Number, 3 or 4 in Geometry & Measures, 3 or 4 in Statistics and 3 or 4 in Algebra. The students
will be formally tested each term to assess their understanding of topics covered.
Using and Applying mathematics is integrated into the course.
Homework is set twice a fortnight. During the year there are opportunities for students to change sets if it is felt that it is appropriate. Formal assessments,
classwork, homework and teacher judgement are all used to decide which set is most appropriate for each student. The final assessment of year 8 is towards the
very end of the year, and will be used to assess their progress prior to them beginning GCSE mathematics in year 9.
Numbers and the Number System
Powers of 10
Factors, multiples and primes
Calculating
Negative Numbers
BIDMAS
Visualising & Constructing
Enlargements
Constructions
Understanding Risk
probability
Properties of shapes
Classifying polygons
Algebraic Proficiency 1
Algebraic Notation
Rearranging Formulae
Fractions, Decimals & Percentages 1
Conversions
Assessment 1 & 2
Proportional Reasoning
Ratio Notation
Sharing in given ratios
Pattern Sniffing
Generating sequences
Using the nth term rule
Angles & Measuring Space
Angles on parallel lines
metric, imperial measure
Fractions, Decimals & Percentages 2
Percentage increase/decrease
Decimal multipliers
Solving Equations
Solving linear equations
Solve equations with unknowns on both sides
Assessment 3 & 4
Calculating Space
Compound Shapes
Area & Circumference of a circle
Algebraic Proficiency 2
Linear graphs
Checking, approximating & estimating
Using estimations to predict solutions
Mathematical Movement
Coordinates
Transformations
Understanding Risk 2
Theoretical probability
Probability Spaces
Data
Graphs & Charts
Averages
Frequency Tables
Students may also finish on GCSE level topics
towards the end of year 8
Final Assessment
SUBJECT: ENGLISH YEAR 8 All students in Year 8 follow the new National Curriculum in English and during the year participate in a wide range of activities to develop speaking and listening, reading
and writing skills. Students have six lessons of English a fortnight: four of these are used to teach the topics outlined below; one is used to teach punctuation and grammar
explicitly; and one is used as an independent reading lesson during which whole classes visit the library and reading comprehension and analysis skills are taught.
Throughout the year, students undergo regular writing assessments and some controlled reading tests.
Students will be expected to complete at least two written homeworks each term but the majority of homework will be reading fiction or non-fiction connected to the unit.
Unit 1: Language Variation In this unit students will study the derivation and development of the English language and the way in which language changes according to time, place, culture, society
and technology. They will study extracts from Beowulf and will look at some contemporary poetry.
The written assessment is a newspaper article.
Unit 2: Short Stories Students will analyse a selection of short stories taken from different genres and historical periods. They will gain an understanding of genre features and consider how
texts reflect context. They will conduct research and undertake writing tasks that will challenge their abilities critically and creatively.
The written assessment is a short story.
Unit 3: Shakespeare Students will read and explore key scenes from Much Ado About Nothing. They will develop reading and comprehension skills as well as gain a greater insight into
Shakespeare’s theatre. They will be encouraged to consider the text as a play and think about the idea of performance. There will be opportunities for student performance
throughout the unit.
The written assessment is a formal essay analysing character.
Unit 4: Novel
Students will study a novel as a whole class. They will complete work on characterisation, themes and settings. They will also analyse extracts considering the effect of
the writer’s language choices.
The written assessment will be determined by the text but it could be a review or a creative piece based on the text.
Unit 5: Texts in Context Students will be introduced to the idea of culture (their own and others’), and will then read a range of stories from different times, cultures and traditions. They will learn
to recognise how these texts are influenced by the context in which they were written. The ‘assessment’ text is the poem, ‘Night of the Scorpion.’ The last two lessons of
the unit focus on film texts, adding an extra dimension to the range of ‘texts’ they analyse.
The written assessment is a formal essay.
Unit 6: Poetry Students will read a range of poems, undertaking analysis for poetic features and cultural context. They will analyse poems by Chaucer, Shakespeare and Auden, as well
as poems by contemporary writers such as Armitage and Agard. Students will demonstrate their understanding of features of form, language and structure and will consider
how these influence meaning.
The written assessment is a formal essay.
Spelling, punctuation and grammar lessons to include revision of previous year plus:
How words work: adverbs; comparative and superlative adjectives; plural nouns, the genitive case; contraction. Clear sentences: compound-complex sentences; noun appositive phrases; conjunction/adverbs; semi-colons.
Coherent texts: connections between sentences; proofreading, drafting and rewriting.
Spelling: within units.
SUBJECT: SCIENCE YEAR 8
The KS3 Science course has been adapted to be fully compatible with recent National Curriculum changes to KS3. Students study 10 ‘Big Ideas’ which
are then divided into teaching modules. Each module consists of 2 topics. The modules are scheduled so that Biology, Chemistry and Physics are studied
in turn throughout the year. Practical work is fully integrated into the scheme to allow the development of scientific investigational skills. The course is
fully differentiated to support the needs of all learners.
Student performance in each Module is assessed via a summative test and other assessed pieces of work completed during the study of the modules. There
is also a formal End of Year Test in June.
Regular homeworks are set in accordance with the whole school homework timetable.
Big Idea Module Topics Big Idea Module Topics
1.FORCES
1.3 Contact forces
1.4 Pressure
6.REACTIONS
6.3 Types of reactions
6.4 Chemical energy
2.ELECTROMAGNETS
2.3 Magnetism
2.4 Electromagnets
7.EARTH
7.3 Climate
7.4 Earth resources
3.ENERGY
4.3 Work
4.4 Heat & Cooling
8.ORGANISMS
8.3 Breathing
8.4 Digestion
4.WAVES
4.3 Wave effects
4.4 Wave properties
9.ECOSYSTEMS
9.3 Interdependence
9.4 Photosynthesis
5.MATTER
5.3 Elements
5.4 Periodic Table
10.GENES
10.3 Variation
10.4 Human reproduction
SUBJECT: Geography YEAR 8 Term one Term three Term five
G7: Economic Activity
What is this unit about?
This unit looks at the various types of work people do and
describes the factors that affect the location of different
industries.
In this unit you will learn about:
the four main types of employment
the changes in employment structure over time
how employment structure varies between
places
the distribution of the main types of farming
the location of secondary industries (Honda)
the growth of the tourist industry in The Gambia
the growth and location of high-tech industries
G9: Asia and China
What is this unit about?
After a general introduction on Asia, this unit will focus
on China, a country that is developing faster than any other
in history. The unit will explore the main human and
physical features and the differences in relief, climate,
population, standard of living and quality of life.
In this unit you will learn about:
China’s main physical features and climate
China’s population characteristics, including it’s
One Child Policy
the differences between rural and urban life
China’s interdependence and development
G11: Rivers and Flooding
What is this unit about?
This unit looks at the processes and landforms found along
the course of a river. It explores the factors which increase
the risk of flooding, the impacts of a flood hazard and how
we can protect ourselves against floods.
In this unit you will learn about:
the hydrological cycle
the processes of erosion, transportation and
deposition
the landforms found along the River Severn
the causes, consequences and management of
river flooding
Term two Term four Term six
G8: Natural Resources
What is this unit about?
This unit looks at some of the major issues facing our
planet. The unit will help students appreciate the need to
look after the planet. It will help them become global
citizens, interested in the state of the world, aware of the
problems and willing to do their bit to solve them.
In this unit you will learn about:
the Earth’s natural resources
the growing challenge of water shortages
the fight against desertification
the importance of oil in the UK’s energy mix
the use of renewable sources of energy
G10: Weather and Climatic Hazards
What is this unit about?
This unit looks at the weather of the British Isles and the
factors that affect it. It explores weather systems such as
anticyclones and depressions and the different types of
rainfall. The unit finishes with a focus on climatic hazards
such as hurricanes and drought.
In this unit you will learn about:
the factors that affect our weather
how the weather can be measured
high and low pressure systems
the three different types of rainfall
the causes, consequences and management of
climatic hazards
G12: Our Warming Planet
What is this unit about?
This unit looks at the greatest problem currently facing our
planet at present – global warming. Students will
investigate the causes, consequences and possible
solutions of global warming in the 21st Century.
In this unit you will learn about:
how temperatures have changed over time
global warming as a natural process
the human causes of global warming
the impacts of global warming on our planet
how we can reduce carbon emissions
Subject: Computing Year 8
Aims and objectives of the Computing Department
Computer Science is a rigorous academic discipline that underpins a huge range of subjects and has concepts and ways of working that do not change
quickly over time, unlike some of the applications that these techniques are applied to. This “Computational Thinking” offers insightful ways to
view how information operates in many natural and engineered systems. Computer Science is also highly creative. This does not just apply to the
‘creative’ industries but also to the creativity involved in the writing of compute. We aim to develop successful learners who are ‘digitally literate’,
numerate, creative and effective Computational thinkers.
Learners are encouraged to work both independently and collaboratively. We learn how to apply the knowledge and skills learnt to real situations in
the real world, to make the most effective use that modern technologies offer while being aware of the hazards and potential pitfalls of life in the
Digital Age.
It is helpful if pupils have access to ICT facilities at home and the free open source software Python.
During Year 8 we cover the following themes:
Terms 1 and 2 Terms 3 and 4 Terms 5 and 6
Python Coding
Basic Python sequences and syntax
Using Variables
Designing and creating solutions to
problems
Understanding error messages
Using selection for multi path code
Using iteration for repeating code
Creating Digital Images
Understanding that images are often
altered.
Social impact of ‘airbrushing’
Techniques for image manipulation
Presentation of digital images
Data Handling
Using Spreadsheets to collect data
Manipulating data
Presenting Data
Use of Functions and Formulae
Project
Planning a multi-document project
Awareness of audience and purpose
Evaluation of work against success
criteria
Modelling Scenarios
HTML
Understanding basic HTML
Presenting information through a web
page
Understanding basic CSS
Project
Planning a multi-document project
Awareness of audience and purpose
Evaluation of work against success
criteria
Appropriate media for presentation
SUBJECT: HISTORY YEAR 8
History at The Corsham School is taught chronologically across KS3. In
Year 8 we have one overarching theme:
How did Britain become a World power?
Topic 1 – Reducing the power of the monarch
Why was there a Civil War?
Why did England kill their King?
What was the Scientific Revolution?
Assessment – an account on the Great Fire of London. This is a GCSE
style question.
Topic 2 – Slavery – generating the wealth for the Industrial Revolution
How did the Transatlanic Slave Trade develop?
How did the Slave Trade affect people’s lives?
Why did the Slave Trade end?
Assessment – A source question on the Slave Trade. This is a GCSE style
question.
Topic 3 – Industrial Revolution – Britain leading the world
• Why did Britain have the first Industrial Revolution?
• How did the Industrial Revolution change people’s lives?
• Why was the Industrial revolution so significant?
Topic 4 – Medical marvels – who saved the most lives?
• How did science and medicine develop in the Industrial period?
• Which discoveries were the most significant?
• Which individuals were the most significant?
Assessment – Who was the most significant medical marvel? This is a GCSE
style question.
Topic 5 – Power to the people – the rise of individual freedom
• How did 19th century democracy develop?
• How did women campaign for the vote?
• Why did women gain the right to vote?
Resources
We use school history: Making of the UK and Britain 1750-1900 and the
History in Progress series throughout KS3, both in paper and interactive
textbook form. The interactive textbooks are available in the history area on
the website.
Each class is named after a historical person relevant to the period of time
being studied and students will be encouraged to research this person and
learn about their personal qualities as an individual.
Homework is mainly set through homework booklets which are available for
access via the school website. Each fortnight, students will have three options
to choose from and they can either complete these online or in their
books/booklets. Sometimes there will be a creative project set as a task or as
a mini EPQ.
SUBJECT: DESIGN & TECHNOLOGY YEAR 8
During the year each student will study all of the following modules. 3 hours per fortnight are allocated to the study of this subject.
ART TEXTILES
The second year of this subject area studies ‘pattern’, where students undertake a series of printmaking tasks creating their own collagraph
prints.
GRAPHIC DESIGN
Students will learn how to create their own logo from their zodiac sign, using stencilling as a technique.
RESISTANT MATERIALS
This module involves ongoing Health and Safety training in the use of a variety of tools and materials. Students will produce individually designed
3d project work, using wood, metal and plastics.
Students will be involved in:
Researching and recording information (usually homework tasks)
Developing 2d visualisation/sketching skills
Analysing existing products as well as their own work
Extending construction/making skills in wood, metal and plastics
Developing skills in planning, presenting ideas and information
Understanding the wider cultural, social global aspects of design.
FOOD TECHNOLOGY
Students build on the knowledge and skills acquired in Year 7. The course includes:
Food choice and influence on diet
Healthy Eating and Dietary guidelines
Basic Nutrition.
Understanding ingredients
Practical skills to include pastry making, sauce making, bread, rice, pasta and potato dishes
Basic organisational, psychomotor, investigative and presentational skills
SUBJECT: MODERN FOREIGN LANGUAGES (French & German) YEAR 8
In Year 8, students in set 1 in each half of the year, as well as continuing with French, begin to learn German. For those already studying German. These
Students split the five hours of language lessons between the two languages. All other sets will continue with five lessons of just French for years eight
and nine.
Each unit aims to cover the topic area whilst at the same time offering practice in the four skills of listening, speaking, reading and writing.
Students will, in addition, study the culture of French or German speaking places and people and their impact on the English speaking world.
Grammar is an essential part of the teaching and learning, as is vocabulary-learning.
Both learning and written homeworks will be set regularly, according to the homework timetable.
It would be helpful if students could provide themselves with a bilingual dictionary for use at home.
Year 8 - SET 1
FRENCH
My Region
Holidays
Youth Culture
GERMAN
Myself and others
Education
Home Life
All other sets:
FRENCH
My Region
Holidays
Youth Culture
A Trip to Paris
SUBJECT: DRAMA YEAR 8
AUTUMN TERM SPRING TERM SUMMER TERM
Masks and Commedia
Practical explorations of gestures, non-verbal
communication, exaggeration and character.
Subject specific knowledge of Commedia
characters, lazzis and performances.
Assessed performance of devised Commedia
piece and extended writing evaluation task.
Slapstick and comedy.
Practical explorations of stereotype, mime, sound
effects and comic timing.
Study of silent film.
Assessed performance of devised slapstick piece
and extended writing evaluation task.
Tension,atmosphere and status
Use of facial expressions, eye contact and vocal
techniques to convey tension.
Practical exploration of Shakespeare’s plays
focusing on the Tempest, Hamlet and Macbeth.
Technical elements- lights, sounds and set are
also delivered.
Scripts are given to students to study and perform
as part of their assessment.
Extended writing evaluation task.
Craig and Bentley
Practical explorations of the story of Craig and
Bentley and the different interpretations found.
Development of empathy and didactic theatre.
Group performance involving costume, set and
lighting.
Teechers-
Study of the script focusing on multi role,
costume choice and staging, with a final
performance to parents after school.
Drama festival
Devising from a stimulus topic- where all of year
8 compete to produce the best piece of drama.
SUBJECT: MUSIC YEAR 8
Music is taught in mixed ability classes and encourages all Students to have an active involvement in different forms of music making. Students
take part in individual and ensemble work assessing skills in all three areas; performing, composing and listening.
Due to the largely practical and creative nature of the subject Students are encouraged to become independent learners by evaluating their rehearsal
process to ensure that they are using time efficiently and effectively. Students are expected to discuss their work in lessons and suggest improvements
and describe ways in which this can be achieved.
If Students play an instrument they are encouraged to bring their instrument into the class lessons where appropriate.
1 & 2 – Reggae & Song Arrangement
Reggae
Explore chords and syncopation
Students will learn to:
Understand how chords contribute to the
texture of a song
Perform reggae bass lines
Understand syncopation and its importance to
reggae music
Understand the different layers of reggae music
using Bob Marley’s ‘Three Little Birds’ or
‘Buffalo Soldier’
Song Arrangement
Explore music for special occasions
Students will learn to:
Understand different chord sequences
Create their own arrangement of a Reggae song
Be creative and compose their own melodies
and introductions
3 & 4 – Tones & Semitones/Minimalism
Tones & Semitones
Explore the concept of tones & semitones
Students will learn to:
Understand the difference between tones and
semitones
Play the piece ‘Eastenders’ or ‘Für Elise’
Develop their keyboard skills and be able to play
melodies and chords together
Minimalism
Explore changing motifs
Students will learn to:
Understand the key musical features of minimalist
music
Perform Clapping Music – Steve Reich and Tubular
Bells – Mike Oldfield
Use the repetitive and changing motif pattern ideas
to construct own minimalist composition
5
African Music
Explore different rhythmic
processes used in African
music
Students will learn to:
Perform cyclic
rhythms;
polyrhythms;
syncopation and call
and response phrases
Compose using
different rhythmical
processes
Identify different
characteristics of
African music
6
Own Choice
Reviewing skills,
knowledge and
understanding
Students learn to:
Evaluate what
they have
learned
throughout Year
7
Perform a piece
of music of their
choice
Compose a piece
of music of their
choice
Create a
presentation that
summarises their
learning
throughout the
year
SUBJECT: PSHE EDUCATION & CITIZENSHIP YEAR 8
One hour per fortnight is allocated to PSHE Education in Year 8.
These are the topics covered in Year 8, showing roughly how they are divided between the three terms.
.b / Mindfulness – a new programme
which helps students to improve
concentration and calm, and reduce
stress levels. Mindfulness courses are
recommended by the National Institute
of Clinical Excellence (NHS) for
mental and emotional well-being.
Dealing with Conflict and Bullying
Body Image
Self esteem
Healthy eating
Drugs Education
alcohol, tobacco and cannabis
SUBJECT: RELIGIOUS EDUCATION AND CITIZENSHIP YEAR 8
Two hours per fortnight are allocated to the study of this subject.
These are the topics studied in Year 8.
1. Theme: Prejudice & Discrimination
Students will study types of prejudice, the
causes and origins of prejudice, concepts of
tolerance, justice, harmony and the value of
the individual, religious attitudes to prejudice
and discrimination and religious believers who
have fought against prejudice, e.g. Martin
Luther King.
2. Theme: War & Peace
Students will study the concepts of peace and
justice and the sanctity of life in relation to war
and peace. They will explore the causes of war,
conflict, including examples of recent wars and
the reasons why religious believers might go to
war, including the criteria for ‘Just War’ and
‘Holy Wars’. Additionally, students will study,
organisations which help victims of war, e.g.
The Red Cross and the work of a religious
believer who has worked for peace as well as
exploring issues such as terrorism, weapons of
mass destruction and nuclear proliferation;
3. Theme: Stewardship
How should we use animals?
Students will address a number of key
questions within the theme of Animal Rights
that will include the status of animals and the
extent to which animals are different from
humans and their relative values. Students will
study animal experiments, farming of animals
and the treatment of wildlife such as meat,
vegetarian and vegan diets.
4. Theme: Global Issues
Should religious people be greener than non-
religious people?
Focusing on the idea of stewardship and
responsibility for the planet. The issue of
animal rights will be dealt with from both a
secular and non-secualr perspective.
5. Theme: Expressions of spirituality:
How do humans express their spirituality? (1)
Religious art
Students look at images and meaning behind
religious art, particularly focusing on images of
God and expressions of truth and peace in
Christianity and Islam.
6. Theme: Expressions of spirituality:
How do humans express their spirituality? (2)
Religious architecture
Through a series of visits to churches in
Corsham, students investigate the similarities
and differences of belief and emphasis reflected
in the Roman Catholic, Anglican and Baptist
Churches. They look at the style and contents
of the churches, and how the symbolism used
in building work and the furniture reflects
different emphases. The unit involves trips out
to local churches in PC lessons.
SUBJECT: PHYSICAL EDUCATION YEAR 8
Aims of Physical Education
Our primary aim is to provide all students with the opportunity to participate in and ENJOY physical education. We aim for students to develop the
confidence and interest to engage in exercise and sports in school and later life. Through their active involvement we hope that all students will:
Develop their level of physical skill in a broad range of physical activities
Are physically active for sustained periods of time
Engage in competitive sports and activities
Develop a positive attitude to fitness and health
The Curriculum
In Year 8 all boys and girls follow a wide ranging curriculum programme which includes:
Using tactics to overcome opponents in direct competition through team and individual games, for example badminton, basketball, cricket, football, hockey,
netball, rounders, softball, table tennis, handball, cricket, tennis and rugby.
Developing technique and improving performance in other competitive sports, for example athletics and gymnastics
Analysing their performances and compare to demonstrate improvement
Swimming, personal survival and waterpolo
Perform dances using advanced techniques
Take part in adventurous outdoor activities and developing leadership and team working skills. Including climbing where appropriate.
Extra Curricular Activities
We regard extra curricular activities as a very valuable extension of the curriculum. We ensure all boys and girls are aware of the various clubs, teams
and activities that are available to them. We endeavour to ensure students take part in competitive sports and activities outside of school through community and
club links.* Details of which are on the School Website and our twitter page @corshamPE
The activities include:
Soccer, Rugby, Netball, Hockey, Cross-Country, Trampolining, Athletics, Tennis, Table Tennis, Cricket and Dance.
In addition, Inter Tutor Group competitions are arranged to encourage as many students as possible to participate in sport. There are opportunities for
talented individuals to represent Area, County, Regional and even National Teams.
Participation in Lessons
Very few children miss their PE lessons due to injury or illness. If your child is unable to participate for medical reasons, a note of explanation is
requested. The easiest way of doing this is by writing in your son or daughter's Personal Organiser. Children who need to be excused will be included in the
lesson in the role of official or leader/coach and are expected to bring full PE kit for health, safety and Hygiene.