history - year 8 2020 - e-act

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

Curriculum Content

Early Modern England Students will study the Gunpowder Plot and evaluate the evidence to see if they believe Guy Fawkes was framed ,Students will then move on to look at the causes of the English Civil War and how this was won by parliament.

Early Modern England Students will investigate the impact of the English Civil War by studying social changes it brought and studying Charles I Execution Oliver Cromwell’s protectorate.

Transatlantic Slave Trade Students will study African culture

prior to the slave trade they will then evaluate the impact of slavery

and investigate different interpretations of slavery,

Industrial Revolution Students will investigate the scale

of change brought about in England by the Industrial

Revolution. They will complete a local study on why Oldham was so

important during the Industrial Revolution.

How did women get the vote? Students will look at the position of women in 1900 and investigate how

the campaign to get the vote for women developed. They will

complete a local study into the life of Oldham suffragette Annie

Kenney.

What was the experience of soldiers in World War One? Students will investigate the

experience of Tommies in the trenches they will also

complete an in depth study of the Battle of the Somme and evaluate the interpretation it was a disaster for the British

Army.

Prior knowledge and skills (from previous year / key stage)

Key Historical Terms (Language)

Power of the monarch

Religious differences – Henry VIII(Catholicism vs Protestantism)

Monarchy looking at changes to the roleform medieval study done in Year 7.

Challenges to the power of the king fromchurch and nobles this will build on workdone on Thomas Becket nd King John inYear 7.

Feudal System, control of theweakest, through fear

Exploration and Trade (Year 7Black Death)

Life in Medieval and earlyModern England

Change and Continuity withinHistorical Periods

Democracy

Power

Protest (Peasants’ Revolt)

Industrial Revolution(Impact on Warfare)

How wars are fought(Battle of Hastings, CivilWar)

Knowledge from artefactsday

Assessment Objectives

Assess Prior Knowledge and Understanding, with weekly

knowledge tests Skills

Analyse interpretations of Gunpowder Plot, Assess Useful of evidence,

Evaluate own judgement

Assess cumulative knowledge Assess interpretations

Assess Knowledge Inference from narrative

Analyse, Evaluate Usefulness

Assess Knowledge , Explain how far (Change and

continuity) Source analysis Usefulness

Assess knowledge Asses judgements on usefulness of

sources

Assess Knowledge Analyse, evaluate (Was the

Battle of The Somme a Triumph or Disaster?

Vocabulary / Key Subject Terminology

Catholic

Provenance

Civil war

Usefulness

Protestant

Catholic

Revolution

Treason

Parliament

Interpretations

Divine right of kings

Heresy

Cavalier

Witches

Roundhead

Royalist

Protectorate

Parliamentarian

New Model Army

Musketeer

Slavery Triangle

Middle Passage

Prejudice

Scramble Auction

Liberty

Plantation

Equality

Emancipation

. Diversity

Urbanisation

Industrialisation

Population

Social and IndustrialReform

Militant

Suffrage

Suffragist

Suffragette

Terrorism (Historical)

Acts

Terrorism

Cat and Mouse Act

Alliances

Nationalism

Patriotism

Militarism

Imperialism

Attrition

Stalemate

Short Term vs LongTerm

Assessment 1 Evaluating interpretations PPR 1

Knowledge 50% Skills 50%

PPR2 Knowledge 50%

Skills 50% Knowledge test

PPR3 Knowledge 50%%

Source Skills 50

End of year knowledge assessment

Cross Curricular Links with other Faculties

Links to RE Catholic and Protestants Witchcraft- Links to Macbeth in English Links with literacy study of the word trans meaning across. Links with Geography trade and migration.

Links to Geography urbanisation and impact of industrialisation. Links with Oliver Twist in English literature.

Links to PSHCE and democracy and rule of law. Links to Sociology and position of women in society.

History - Year 8 – 2020

Knowledge Organiser content

Timeline and key words Timeline and key words Timeline and key words Timeline and key words Timeline and key words Timeline and key words

Extra-Curricular Offer WWI artefacts day Visit from Author Carol Talbot to

discuss life of Annie Kenney. Battlefield Trip from 2020

SMSC, FBV, Careers and EDI

Religious Tolerance, Rule of Law, Democracy

Equality and Diversity (right to individuality – Witch Craft)

Equality, Diversity, Liberty. Tolerance, Protest, Campaigning for

Change

Workers’ Rights (Reform) Rule of law Human Rights Social Reform Equality

Equality Democracy

Protest for change Political Reform

Can war ever be justified? Equality Liberty

Tolerance Imperialism

Social Class and barriers Feminism

Women’s Roles in Society Respecting differing beliefs (conscientious objection)

Autumn 1 Autumn 2 Spring 1 Spring 2 Digital

Summer 1 Summer 2

Curriculum Content

Fine Art: Still Life Students will study: two photorealistic artists that paint confectionary, Thaneeya McArdle and Sarah Graham. They will develop their knowledge of sketching, pencil tone and painting skills in response to these artists, photographs of confectionary and develop a knowledge of mixed media (biro/pencil/acrylic paint) to produce a series of observational studies. The colour wheel; primary/secondary/complementary colours.

Fine Art: Still Life Students will study: what makes a successful composition?

Digital: Still Life Students will study: Colour theory and composition, digital media to experiment with hue/saturation, lasso, crop, copy & paste etc. Adobe Photoshop and a knowledge of how to present work on Microsoft PowerPoint. Students will use this knowledge to produce a series of experimental outcomes which will accompany their body of work from half term 1, 2 and 3.

Textile: Still life Students will study: their ‘Surroundings’ project into a Textile based outcomes and responses, a knowledge of hand and machine based skills. A Textile artist. Students will use this knowledge to create a personal response using textile techniques.

Year 8, Art - 2020


Pupils are mixed ability and were on carousel last year. They will have some knowledge of proportion and pencil tone.

Knowledge of two artist’s styles using different media.

The skill of using the grid method to create an accurate drawing.

Prior knowledge of photorealism, colour theory, composition to now use with digital media.

Pupils have no prior knowledge of specialist digital media.

Pupils will have limited textiles skills. They will develop hand and machine stitch skills, dying as well as fabric painting skills that they can build on from painting in previous years.


A01 – Annotate, develop ideas, research artists AO2 – Refine, experiment, techniques and processes, explore different media AO3 – Record, present ideas, primary observations

AO2 – Refine, experiment, techniques and processes, explore different media AO3 – Record, present ideas, primary observations AO4 – Present final ideas, clearly respond to artist explored, connect, conclude

AO2 – Refine, experiment, techniques and processes, explore different media AO3 – Record, present ideas, primary observations

A01 – Annotate, develop ideas, research artists AO2 – Refine, experiment, techniques and processes, explore different media AO3 – Record, present ideas, primary observations AO4 – Present final ideas, clearly respond to artist explored, connect, conclude



Confectionary Photorealism Tone Line Shape Texture Colour Pattern Grid Method Accurate Primary Colours Secondary Colours Complementary Colours Analogous Colours

The same vocabulary from Autumn 1 as well as the vocabulary below:

Composition Focal point Rule of Thirds Transform Lens Shutter button Zoom View Finder

The same vocabulary from Autumn 1&2, as well as the vocabulary below:

Cross hatching Observational Acrylic Biro Media Mixed Media

The same vocabulary from Autumn 1&2 and Spring 1, as well as the vocabulary below:

Digital Art Photoshop PowerPoint Edit Experiment Lasso Tool Crop Copy & Paste Hue/Saturation

Felt Applique Wadding Cotton Thread Embroidery thread Free machine stitch

Assessment

Key piece of work to be marked: Thaneeya McArdle response in pencil tone, using the grid method – A01

Key piece of work to be marked: Sarah Graham response in acrylic paint, using the grid method - A03

Key piece of work to be marked: Development A3 study– A04

Key piece of work to be marked: A series of experiments – A02

Key piece of work to be marked: Response to materials – AO1/A02

Key piece of work to be marked: Textile outcome – A04

Skills Organiser content








Food – healthy eating Spanish – word to describe eating/going to the shop D&T – Photoshop skills Maths – Transformations of scale (Grid method) PE – Hand eye coordination

Extra-Curricular Offer

Christmas show set design evenings Summer show set design evenings


Students develop personal and imaginative outcomes in response to various Artists and Cultures, developing work in a range of artistic media. Sketchbook work allows pupils to develop a unique sense of identity. Development of enjoyment and fascination developing sketchbook work at home and in school. (mental health)

High standards of work are celebrated through classroom displays, power points, and school website. - Use of equipment/safe- Right/wrong use of equipment- Philosophical conversation, no right or wrong opinions, ideas. All are relevant to the development of artwork. Tolerance, respect.- Building resilience through independent learning, perseverance.- Sharing ideas through discussion.- Supportive pupils working collaboratively, peer/peer support.- Art club. (active citizens)- British artists used throughout SOW for all Yr. groups. Some very influential artists shaped history.- Christmas show involvement.


Curriculum Content

CAD Project Students will study: the graphical aspect of CAD and how it is implemented into CAD both in school and in the wide world. Graphical CAD knowledge through a design and make project (film poster and merchandise). Students will use this knowledge to conduct research, product analysis, designing, making and evaluating through the Iterative design process.

Electronics Project Students will study: how to replicate a circuit diagram to create and solder a copper track LDR based circuit which has a LED output, surface finishing, folding and joining techniques.

FOOD FOOD


Key function/knowledge of CAD software (from Yr7) Analysis of Products (ACCESS FM) Evaluating their products

Basic knowledge of circuits and components Input, Process and output


Complete initial movie poster research. Source suitable images for your poster. Use Photoshop to create your final movie poster design. Created some typography examples. Produce a detailed evaluation

Be able to identify basic electronic components and their symbols. Explain how basic components are used within a circuit. Create a range of suitable exterior house designs. Be able to label and annotate designs. Be able to apply a high quality finish/render to the house net. Accurately score and fold the house net. Accurately manufacture finished house net. Safely and accurately manufacture the circuit using soldering skills. Evaluate the complete house against the specification.


Computer aided design Iterative design Research Product analysis Design Idea

Merchandise Printing processes Assemble Evaluate GPM

Circuit LED Solder LDR Transistor

Fumes Folding Health & Safety Apex Render

Assessment 1 What I already know assess with a what I now know at the end. What I already know assess with a what I now know at the end.

Assessment 2 Main assessment comes from the evaluation of the CAD design and of the finished

poster/merchandise. Main assessment comes from the evaluation of the functioning LDR

circuit and the construction of the model house.


English – during the product analysis and evaluation Maths – product dimensions, measurements and nets. Digital Literacy – Use of Publishing software Business studies – Successful advertising Art – Use of imagery and visuals

Science – material properties, circuits and components Maths – measurements and marking out Art – rendering techniques

DT - Year 8 – 2020


After school Design & Make club After school Design & Make club


Printing processes, sustainable materials for printing. Keeping images appropriate for all as poster could be seen by anyone.

Recycling/reusing electric circuits

Rotation 1st half term Rotation 2nd half term Spring 1 Spring 2 Summer 1 Summer 2

Curriculum Content

12 week improvisational project Students will study: how to devise and improve their own drama theatre in education (TIE). drama script writing techniques, set design, costume design and sound and lighting Students will use this knowledge to create and rehearse a piece of drama.


Pupils will build from the drama skills learned in year 7, implementing them throughout the 12 weeks.


Assessing pupils’ vocal and physical skills. (C2)


Hot-seating Characterisation Projection Levels (physical and vocal) Colouration (vocal tones) Gear changes (delivery of dialogue)

Hot-seating Characterisation Projection Levels (physical and vocal) Colouration (vocal tones) Gear changes (delivery of dialogue)

Assessment

Assessment of final performance. Assess also on the use of sound, lighting, props and costume,


Body language Facial expressions Drama conventions (freeze frame, aside, flash backs and flash forwards, narration, mime, monologue, duologue)

Body language Facial expressions Drama conventions (freeze frame, aside, flash backs and flash forwards, narration, mime, monologue, duologue)


English – story ideas, structure Music – Rehearsing skills

Year 8 Drama - 2020


Fame Academy – after school (drama and singing)

Fame Academy – after school (drama and singing)


Confidence, social skills, wider community links (Oldham Theatre workshop and Shaw Players etc.) Themes – eg: knife crime, smoking, internet safety, LGBT+ etc.

Confidence, social skills, wider community links (Oldham Theatre workshop and Shaw Players etc.) Themes – eg: knife crime, smoking, internet safety, LGBT+ etc.


Curriculum Content

The Adventures of Sherlock Holmes

Students to study set scenes from the play, in the context of the play as a whole, reading for understanding of character, plot, setting, themes, language and social, historical and cultural

context.

The Tempest

Content to cover all aspects of reading for meaning and analyse characters, plot, setting, themes,

language and social, historical and cultural context. Students to develop the skills of language and

structure analysis. Using the theme students are to develop the skills of

writing to explain, descriptive writing and the features of speeches and leaflets.

Animal Farm

Content to cover all aspects of reading for meaning and analyse characters, plot, setting, themes, language and social, historical and

cultural context. Students to develop the skills of language and structure analysis.

Using the theme students are to develop the skills of writing to explain, descriptive writing and the features of speeches.


Developing poetry analysis skills from Y7 Theme of conflict continues from ‘Oliver Twist’

Importance of the supernatural - AMidsummer Night’s Dream

‘Animal Farm’ will have been briefly introduced in ‘Conflict Poetry’unit


Literature AO1, AO2 and AO3 Language: AO5 and AO6

Literature: AO1, AO2 and AO3 Language: AO3, AO5 and AO6

Literature: AO1, AO2 and AO3 Language: AO5 and AO6


To enlighten, deduction, scandal, periodical,introspective, dual nature, observation

Colonialism, to usurp, tempest treason,callous, pathos, nurture, tragicomedy

Allegory, tyrant, rebellion, harvest, propaganda, cult of personality,treacherous, authorial intent

Assessment 1 What kind of character is Bill Sikes? How is Caliban presented in the extract and the rest

of the play? How and why does the farm fail in Animal Farm?


History: Study of Tudor Theatre and role of women in Y7 Drama – studying subject terminology and performance

R.S. – questions around suicide and marriage

History: Racial segregation, civil rights and the Great Depression.

History: Beginning study of Hitler and Nazi Germany; connected learning with AU2 and SP terms.

English - Year 8 – 2020


Scientific developments in the Victorian era; class and society in Victorian England; the detective genre; duality and periodicals

The Elizabethan age of exploration; colonialism; nature/nurture; the form of comedy; subplots; soliloquy and monologue; Italian city-states

Allegory; Orwell’s life and times; the Russian Revolution; recurring imagery, irony and corruption


Book Club / Homework club/ Reading Circle Book Club / Homework club/ Reading Circle Book Club / Homework club/ Reading Circle


Causes and impact of poverty and labelling.

Difference and impact of social class.

Cultural capital

Tolerance of beliefs

Mutual Respect

Rule of LawSelf-reflection of future achievements

Cultural capital


Mutual Respect

Rule of Law

Norms and values

Different cultures

Identity

Ethics

Socialisation


Rule of LawMutual Respect

HT1 HT2

Curriculum Content

Multi-Cultural Foods

Students will study: multi-cultural foods and different types of cuisine with a focus on food origins, different cooking methods linked to different cuisines, healthier cooking method choices (linked to their prior knowledge of the Eatwell guide plate.), different religions and their roles within food.

Students will use this knowledge

Practical’s linked to this knowledge of Foods from around the World are predominantly savoury meals with a continued with an emphasis on healthy eating.

Chicken curry – recap on knowledge of skills from Year 7 a development from the Bolognese, Students will demonstrate knowledge of sauce skills, learn how to use spices and herbs. Quiche – Students will demonstrate knowledge of the rubbing in method, weighing and measuring, aeration. coagulate Stir-fry – Students will learn how adjust heat, demonstrate knowledge of handling raw meat, seasoning, using the hob safely, and testing for readiness.

Multi-Cultural Foods

Students will study: The word ethical, through learning about different vegetarian diets, organic and farm assurance schemes, and the impact food miles has on Britain and the environment. Students will link new knowledge to prior knowledge on nutrients and special diets. What food provenance is?

Students will demonstrate knowledge of how to make the following dishes; Sweet and sour chicken – Students will learn how to make a sauce, Demonstrate knowledge of gelatinisation (sauce thickening with starch) and how to reduce/thicken a sauce. A development from stir-fry. Turkey burgers – Students will learn how to handle and shape raw meat, season, grate, portion, and test for readiness. A development from lamb Kofta’s in Year 7. Cheesecake – Students will learn about aeration through whisking. Students will demonstrate knowledge of the melting method, setting agent agents and finishing techniques.

N/A N/A N/A N/A


KS2 – Where food comes from. Assessment on prior knowledge in Year 7 – linked to

Eatwell guide, nutrients, Fairtrade, hygiene andsafety and practical skills.

KS2 and Year 7: Prior knowledge of hygiene andsafety, How to use the hob/oven safely.

Year 7: Bridge and claw techniques, handling rawmeat, seasoning, weighing, testing for readiness(observed in Year 7 will do on own in Year 8)

KS2 – Where food comes from. KS2 and Year 7: Prior knowledge of hygiene and safety,

How to use the hob/oven safely. Year 7: Bridge and claw techniques, handling raw meat,

seasoning, weighing, testing for readiness (observed inYear 7 will do on own in Year 8)


To understand where food comes from – foodprovenance.

To develop an understanding of different culturesand beliefs.

To produce a range of predominantly savoury dishesindependently and with confidence.

To demonstrate knowledge of hygiene and safetyrules.

To understand where food comes from – foodprovenance.

To produce a range of predominantly savoury dishesindependently and with confidence.

To demonstrate a range of practical skills includingfinishing skills.

To demonstrate knowledge of hygiene and safetyrules.

To develop recipes specific to factors affecting foodchoice.


Cultural Religion: Islam, Halal, Judaism, Kosher, Hinduism,

Buddhism, Sikhism. Food choice Nutrients

Ethical Provenance Vegetarian: ovo, ovo-lacto, vegan, lacto. Food miles

1. 1.

Food - Year 8 – 2020 (12 WEEK ROTATION)

Shortening, Detrexinisation, Coagulate. Bridge and claw technique, Rubbing in method,

seasonal Sauce skill, Gelatinisation Whisking method, Aeration,

Assessment 1 Start of project assessment – based on topics covered in Year 7; Eatwell guide plate, micro and macronutrients, hygiene and safety rules.

Practical skills assessed (learning journey) Based knowledge of skills,

The learning journey recaps on knowledge of key skills learnt in the previous lesson.

Assessment 2 End of project assessment based on knowledge of different

religions, different vegetarian diets and food miles. End of Practical Assessment Based on knowledge of skills,

independence and accuracy.


Science: Bacteria, digestive system PE: Healthy lifestyle PSHCE: How can we improve our mental health and wellbeing? Why should we shop ethically (consumer rights)? Science: nutrition RE: religion

Maths: Proportions


Food Club (Fairtrade) Bake sale


Health and Wellbeing - Obesity awareness week 13th January Macmillan coffee morning 27th september

Healthy living 8th June


Curriculum content

Coastal landscapes – links to GCSE content

Students will learn the geographical processes and features created by processes or erosion, transportation and deposition. Students will learn how to protect coastal areas from the effects of flooding with key case studies to support their learning.

Weather hazards – links to GCSE content

Students will understand how our planet is structured and how tectonic plate theory has changed our world. They will learn the processes of the creation of earthquakes and volcanoes and how we can live with such hazards. Students will learn about how we protect areas from the damaging effects and consequences of such hazards with case studies to support them.

Everest

Students will learn map skills, weather and climate of the given location, issues related to living in such environments and how life can be improved living and working in certain environments – all themed around Everest.

Africa

Students will learn map skills, weather and climate of the given location, issues related to living in such environments and how life can be improved living and working in certain environments – all themed around Africa.


Links to geographical and physical processes. Links to human impacts of a natural disaster and economic and environmental issues related to a hazard zone.

Map skills, ecosystems, climate and weather alongside human and environmental hazards.

Biomes and ecosystems, climate and weather,, tourism and smsc related to Fairtrade.

Assessment objectives

Students will learn the geographical processes and features created by processes or erosion, transportation and deposition. Students will learn how to protect coastal areas from the effects of flooding with key case studies to support their learning.

Students will understand how our planet is structured and how tectonic plate theory has changed our world. They will learn the processes of the creation of earthquakes and volcanoes and how we can live with such hazards. Students will learn about how we protect areas from the damaging effects and consequences of such hazards with case studies to support them.

The final two thematic topics for year 8 outline similar themed skills but related to a different topic. Students will learn map skills, weather and climate of the given location, issues related to living in such environments and how life can be improved living and working in certain environments.

Vocabulary / key subject terminology

Processes Constructive and destructive waves/beaches Erosion Transportation Deposition Soft and hard engineering

Climate Weather Precipitation Flooding Hazard Soft and hard engineering Mitigation Social, economic and environmental impacts

Geographical map skills – location, distribution and scale Weather and climate, temperature and associated hazards Biome Ecosystem Desert Fairtrade Tourism Quality of life Living standards

Assessment 1

One end of unit assessment covering key processes, terms and challenges and impacts of coastal environments

One end of unit assessment One end of unit assessment No assessment

Cross curricular links with other faculties

Art- field sketch of coastal area. Maths – Climate graphs.

Geography - Year 8 – 2020

Extra-curricular offer

Smsc, fbv, careers and edi

Moral – links to supporting families who homes have been flooded – case studies.

Moral – links to supporting families who homes have been flooded.

Role of the Sherpa people – helping and support explorers and tourists.

Links to SMSC – Fairtrade – improving quality of life and standard of living for families.


Curriculum Content

Understanding Computers Students will study: Computing concepts including Inputs and Outputs, Parts of a Computer, Binary and Denary numbers, Memory, Storage, Operating System, Open Source, Proprietary Software, how computers work and the key elements and features of computing.

Serif Draw Advanced Skills Students will study: Combine vector and bitmap editing skills to create a map for an amusement attraction, making use of advanced skills in serif draw.

The 4 P’s Students will study: a basic introduction to Business Studies, key concepts of the Marketing Mix: Price, Place, Promotion and Product.

Digital Imagery Students will study: Photoshop and creating digital content. building skills within Photoshop from layers to colour replacement. Morals and ethical issues surrounding the use of Photoshop, different types of digital graphics, different purposes of digital graphics.

Web design Students will study: website creation, structure and design, HTML coding.

Scratch & Visual Programming Students will study: algorithms in the form of flow charts and pseudo code and introduce students to the programming concepts in Scratch.


Binary links to maths Unit builds on knowledge from year 7.4 SOW

Ks1&2

use technology purposefullyto create, organise, store,manipulate and retrievedigital content

recognise common uses of information technology beyond school

use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Serif draw unit 7.2 in year 7 building on basic skills.

use technology purposefully to create, organise, store, manipulate and retrieve digital content

recognise common uses of information technology beyond school

use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Ks1&2


use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Serif Draw unit 7.2 & 8.2

Ks1&2


Ks1&2

select, use and combine avariety of software (including internetservices) on a range ofdigital devices to design and create a range ofprograms, systems and content that accomplish given goals, including collecting, analysing,evaluating and presenting data and information

understand computernetworks including the internet; how they can provide multiple services,such as the world wide web; and the opportunities they offer forcommunication and collaboration

Builds on Kodu unit 7.6 Students should have covered some programming concepts at Primary school and may have used some basic tools in Scratch for this. Some of the logical reasoning from the Spreadsheet unit is transferrable.

KS1&2

Understand what algorithms are; how they are implemented asprograms on digital devices; and that programs execute byfollowing precise and unambiguous instructions.

create and debug simple programs

use logical reasoning to predict the behaviour of simple programs

ICT - Year –8 2020


CS2 I can show that Iunderstand the difference between hardware and

software CS1 I can demonstrate

understanding of what kinds of devices can be

considered computers CS3 I can show that I

understand what several input and output devices do

CS4 I can evaluate appropriate input and output devices for a given scenario

CS5 I can define 'proprietary'and 'open file format'

CS6 I can show that Iunderstand what a CPU is

CS7 I can show that Iunderstand the function of an operating system

CS8 I can recall the features ofan operating system and giveexamples of

different types CS9 I can describe the main

forms of memory: ROM, RAM,cache, flash, and

virtual CS10 I can demonstrate

understanding of howinstructions are stored and

executed by computersystems

CS11 I can demonstrate understanding of the fetch-execute cycle

CP1 I can produce a plan for a project CP2 I can select an appropriate application to use when creating a digital project CP3 I can combine multiple appropriate applications when creating a digital project CP4 I can successfully create, re-use, revise and re-purpose digital artefacts for a given audience CP5 I can evaluate my work, suggesting improvements CP9 I can make appropriate design choices to suit the needs of the target audience

- Uses a variety ofsoftware tomanipulate and present digital content: data and information.

Recognises different types of data: text, number.

- Uses a variety ofsoftware to manipulate and present digital content: data and information. - Recognises different types of data:text, number.- Collects,organises and presents data and information in digital content.- Understands the difference between dataand information.- Identifies and explains how the use oftechnology can impact on society.- Undertakes creative projects thatcollect, analyse, and evaluate data to meet the needs of a known usergroup.

CP1 I can produce a plan for a project CP2 I can select an appropriate

application to use when creating a digital project CP3 I can combine multiple appropriate

applications when creating a digital project CP4 I can successfully create, re-use,

revise and re-purpose digital artefacts for a given audience CP5 I can evaluate my work, suggesting

improvements CP9 I can make appropriate design

choices to suit the needs of the target audience

Recognises that digital content can be represented in many forms.

Creates digital content toachieve a given goalthrough combining software packages and internet services to communicate with a wider audience e.g. blogging.

Recognises ethical issues surrounding the application of information technology beyond school.(Airbrushing on Photoshop)

Explains the representation of an image as series of pixels represented in binary.

Understands hownumbers, images, sounds and character sets use the same bit patterns

Understands the relationship between resolution and colourdepth, including the effecton file size

Understand what an algorithm is. Understand that computers need precise instructions. Create a simple program in an environment that does

not rely on text.

Design a simple algorithm using loops, and selection including If statements.

Implement an algorithm with loops and If statements. Recognise a range of input and output devices.

Design solutions that use repetition and two-wayselection.

Use diagrams to express solutions. Create programs that implement algorithms to

achieve given goals. Declare and assign variables. Use post Tested loop e.g. until. Design, writes and debug modular programs using

procedures.

Understand the iteration is the repetition of a process such as a loop.

Design solutions be decomposing a problem and creates a sub‐ solution for each of these parts.

Use a variable and relational operators within a loop to govern termination.

Represent solutions using a structured notation.


Binary RAM ROM Software Open Source Propriety Operating Systems

Layer Edit Curves Bitmap Vector Graphic

- Collects, organises and presents dataand information in digital content. Understands the

difference between data and information.

Bitmap

Vector

Pixel

Pixelated

Resolution

Megapixel

HTML

Structure

Layout

Consistency

Motion

World

Sprite

Process

Variables

Path

Sequence

Program

Command

Assessment 1 Lesson By Lesson RAG rated using Doddle Statements.

Lesson By Lesson RAG rated using Doddle Statements.

Identifies and explains how the use of technology can impact on society.




Assessment 2 End of topic assessment (written) and Electronic hand-in of files.

End of topic assessment (written) and Electronic hand-in of files.

Undertakes creative projects that collect, analyse, and evaluate data to meet the needs of a known user group.





Maths Design Tech Science

Art Des Tech Photography

Undertakes creative projects that collect, analyse, and evaluate data to meet the needs of a known user group.

Des Tech Photography Art

Business Studies I Media Photography Art Des Tech / Graphic Design

Maths Science Des Tech


Binary Logic Table

Definition of RAM

Definition of ROM

Differences between RAM &ROMkey features of operating systems

Bitmap definition

Pixel definition

Resolution definition

List of advanced tools

Vector definition

4 P’s diagram Definition of product Definition of Price strategies Promotion types

Bitmap definition

Pixel definition

Resolution definition

List of advanced tools

Vector definition

Pixilation definition

Photoshop list of skills

Explanation of layers

HTML key tags

Definition of hyperlinks

Example navigation bar

Example layout structure

Flowchart symbols

Example algorithm

Definition of iteration/repeat

Example selection code - if statement

Variable examples/definition


Coding Club Digital Leaders Enterprise Club Digital Leaders Coding Club Coding Club


Body Image

Rotation 1st half term Rotation 2nd half term Rotation 3rd half term Rotation 4th Half term Summer 1 Summer 2

Curriculum Content

Graphic Score Composition/Keyboard (Fur Elise) and Ukulele Skills/Film Music including computer composition (Scary Mary or

similar) Students will study:

the fundamental elements of music through listening, performing and composing a variety of musical styles from different periods and countries including film music. They will develop a knowledge

performance skills through the use of keyboards, ukuleles, percussion instruments (and possibly voices). Students will use this

knowledge of instruments and computer software to develop their composing skills by creating their own music.

Performance project (appropriate choice of music)/Performer Profile/Cubase task Students will study:

the fundamental elements of music through listening, performing and composing, a variety of musical styles from different periods and countries.

They will develop a knowledge performance skills through the use of keyboards, ukuleles, percussion instruments (and possibly voices).

Students will use this knowledge of instruments and computer software to develop their composing skills by creating their own music.


From year 7 experience pupils will have a basic knowledge of the elements of music through listening, performance skills (keyboard, percussion and ukuleles) and composing skills including the use of Cubase sequencing software

From the first 12 lessons they will have further developed their listening, composing and performing skills and their ability to use Cubase software.


Musical skills: performing, composing Musical skills: performing, composing


Tempo Dynamics Timbre Pitch Texture Articulation Tonality

Graphic Score Film music Sequencing software Tempo Dynamics Timbre Pitch Texture Articulation Tonality



Assessment Assessment of performing skills

(keyboard or ukulele)

Assessment of composing skills (as part of a group and through use of

Cubase) Assessment of performing skills

Assessment of composing skills (through use of Cubase)


Elements of music Performing, composing,

listening – meanings. Performing: Accompaniment, piano, ukulele, chords, melody

Elements of music Performing, composing, listening –

meanings. Composing: graphic score, interpretation, film music,

Elements of music Performing, composing, listening – meanings.

Performing: Accompaniment, piano, ukulele, chords, melody Composing: chords, bass line, drum beat


Art – using images/shapes to represent sound Maths – sequencing using computer software English - Tempest – Supernatural theme, Sherlock Holmes (Scary Mary composition plot)

Year 8 Music - 2020


Lunchtime ‘club’ – use of equipment, supported individual practice, exploration time.

Fame Academy – Drama and singing


Fame Academy – Drama and singing.






Group work – tolerance. Imagination/creativity Music jobs – careers.

Performance and composition work – individual development of skills using a variety of pieces and performing them to the class. Opportunity for pupils to respond supportively and constructively to these performances.

Graphic scores – pair work creating a piece of music using visual stimuli. Involves problem solving to create imaginative work alongside another person. Performing and listening to music from a variety of traditions and cultures – respect and tolerance.


Boys PE

Activity Handball/Football Basketball/Rugby League Fitness / Rugby League-Football

Split Badminton/Hockey Badminton (cont)/Athletics Cricket/Atheltics/Multi Sport

Curriculum Content -

Physical

Handball: Re-cap on Key Year 7 Skills + Defending (Tackling),Tactics (Team Positions

Football: Re-cap on Key Year 7 Skills + Defending (Tackling),Tactics (Team Positions andteam strategies)

Basketball: Re-cap on Key Year 7 Skills +Footwork, Defending, Tactics

Rugby League Re-cap on Key Year 7 Skills +Tackling, (Isolated) Set moves toscore

Fitness: Components of Health-Related Exercise and Skill Related Fitness

Rugby League: Game play - Tackling

Football: Game play - Strategies and Tactics

Badminton: Re-cap on Key Year 7 Skills +Variation of serve, Drop andSmash Shot

Hockey: Re-cap on Key Year 7 Skills +Shooting (Larger Gamesituations)

Badminton: Re-cap on Key Year 7 Skills +Variation of serve, Drop and SmashShot

Athletics: Rotation Re-cap on Key Year 7 Skills Developing more advanced techniques into events

Cricket: Re-cap on Key Year 7 Skills + Batting - Both off side and leg sideshotsBowling - variation - spin


Girls PE

Activity Gymnastics/Rugby

League Fitness / Football Handball / Hockey Dance /Rugby League-

Football (Split)

Rounders/Athletics Cricket/Athletics


Physical

Gymnastics: Re-cap on Key Year 7 Skills +Partner sequencedevelopment and groupsequences. Development ofpartner balances and travelmoves.

Re-cap on Key Year 7 Skills +Tackling, (Isolated) Setmoves to score

Fitness: Components of Health-Related Exercise and Skill Related Fitness

Football: Re-cap on Key Year 7 Skills + Defending (Tackling), Tactics(Team Positions and teamstrategies)

Handball: Re-cap on Key Year 7 Skills + Defending (Tackling), Tactics(Team Positions

Hockey: Re-cap on Key Year 7 Skills +Shooting (Larger Gamesituations)

Dance: Phase 2 following BTEC Dance program of study - recapping on Phase 1



Rounders: Re-cap on Key Year 7 Skills +Variation of shots in batting -placement


Cricket: Batting - Grip/Stance, Playing Forwards - front foot shots Bowling - Overarm action Fielding - Throwing, catching



Analytical (Year 7)

Re-cap on Year 7 Key concepts plus: Extend knowledge of rules

Make changes to personal performance from analysing (self - assessment) Peer Assessment - Suggesting ways for others to improve


Re-cap on Year 7 plus: Extend knowledge of leadership characteristics

Extension of communication skills - Activity specific and leadership focused Leading larger groups - activity based practices

PE- Year 8 – 2020

Leadership (Year 7)


Building upon key concepts within the Physical, Analytical and Leadership framework - Pupils to revisit these concepts further developing and extending their knowledge and understanding in their assigned activities

Physical aspects - building on the learnt fundamental’s skills adding layers connected to tactics and strategies Analytical aspects - building on self-assessment approaches focusing on peer assessment situations

Leadership aspects - building on leading small groups and an understanding of what leadership in sport is to leading bigger groups through warm ups and also sport specific practices


Physical Analytical

Leadership

Pupils to assessed within all 3 key concepts

Physical Analytical

Leadership


Physical Analytical

Leadership


Physical Analytical

Leadership


Physical Analytical

Leadership


Physical Analytical

Leadership



Throwing, catching, passing, shooting, running, jumping, Components of Skill and Health Related Exercise Agility, Balance, Co-ordination, Power, Reaction Time, Speed Muscular Strength, Muscular Endurance, Cardiovascular Endurance,

Areas of foot - instep, outside, laces / Pace / Distance / Speed / Direction / Aim / Power / Accuracy / Space / Awareness / Target Throwing - high elbow, / Pace / Distance / Speed / Direction / Aim / Power / Accuracy / Space / Awareness / Target / Dribbling - no ‘carrying’ flat palm, Waist high

Service terminology, Shuttle, Racquet, Timing, Court markings (tramlines), / Pace / Distance / Speed / Direction / Aim / Power / Accuracy / Space / Awareness / Target

Grip/Stance/Drive/Forward Defensive/Cover Drive

Sprint/Timing/Pacing/Balance/Endurance/Stamina

Assessment 1

End of Half Term activity specific assessment







Science – Reference to body system – Biology.

English – key communication skills and using the correct vocabulary for specific sporting terminology

PSHCE – Being a responsible citizen – empathy, understanding, teamwork









PSHCE – Being a responsible citizen – empathy, understanding,teamwork








Football Basketball Handball

Inter school competitive tournaments/ fixtures

Football Basketball Handball


Football Basketball Badminton


Football Basketball Badminton


Athletics Rounders


Athletics Rounders



Being an active citizen Sportsmanship – How and

why positive conduct is important in sport?

Values within sport and physical activity

Sports coaching and leadership – what makes a good sports coach/leader?

Being an active citizen Sportsmanship – How and why

positive conduct is important in sport? Values within sport and physical

activity Sports coaching and leadership – what

makes a good sports coach/leader?

Being an active citizen Sportsmanship – How and why positive conduct is important in

sport? Values within sport and physical

activity Sports coaching and leadership –

what makes a good sports coach/leader?

Being an active citizen Sportsmanship – How and why positive conduct is important in

sport? Values within sport and physical

activity Sports coaching and leadership –

what makes a good sports coach/leader?

Being an active citizen Sportsmanship – How and why positive

conduct is important in sport? Values within sport and physical activity Sports coaching and leadership – what


Being an active citizen Sportsmanship – How and why positive

conduct is important in sport? Values within sport and physical activity Sports coaching and leadership – what



Curriculum Content

Living in the Wider World

What it means to be anActive Citizen

What makes successfulcommunities

Link FBV and our Academyvalues to tolerating andrespecting one another

Recognise and preventintolerance anddiscrimination within ouracademy

Recognise and preventintolerance anddiscrimination within thelocal community

Recognise and preventintolerance anddiscrimination within thenational and internationalcommunities

Recognise and prevent thesigns of extremism

Health & Wellbeing

Identifying poor mentalhealth and wellbeing inother and ourselves (self-harm, anxiety,depression)

Effective copingstrategies to improvemental health andwellbeing (reflection)

Looking after others andourselves in anemergency (First Aid)

The effects drugs have onthe body - Alcohol

Saying no to peerpressure

Health & Wellbeing

How to be more resilientwhen faced with challenges


The importance of humanrights

Young people andemployment law

Homelessness

How shopping ethicallyimpacts others (consumerrights/Fairtrade)

Citizenship

How are laws made andconsequences of lawbreaking

Young people rights and thepolice

The consequences for youngoffenders


Skills & Qualities

What careers andqualifications suit differentpersonalities

What employers are lookingfor (Jobs of the future)

How can job prospects beimproved

How can aspirations beachieved

RSE

Keeping safe (Social Media)

Acceptable touching andbehaviour amongst schoolpeers

Consent

What grooming is and whysome people are morevulnerable

Citizenship

The options of spending orsaving money.

RSE

The impact of knife crime onour local community


The importance oftolerance in society

What Self Esteem means

The importance ofwellbeing

What a healthy lifestyle is

The importance ofpositive mental healthand wellbeing

Why body image isimportant

All about drugs - Fact vsfiction (Introduction)

The effects drugs have onthe body (CigaretteFocus)

What healthy friendships are

How to deal with unhealthyfriendships

Different types ofrelationships

Family relationships

Keeping yourself safe

Acceptable touching andbehaviour amongst peers (Upskirting and harassmentconsent)

The rights of children

The responsibilities ofyoung people

The importance ofdifference

Sexuality, gender andidentity

LGBT Rights around theworld

Ways to make money

The right to pocket money

Making the most from yourmoney

Living in the UK compared tothe rest of the work

The need for laws

Different careers sectors

Challenging careerstereotypes Different routesinto careers –education/apprenticeships

How to achieve aspirations


Living in the Wider World: L1/L3/L5 Citizenship: C5

Health & Wellbeing: H5/H22/H25/H26/H27

Health & Wellbeing: H3 RSE: R6/R8/R19/R20/R27

Living in the Wider World: L5/L6/L7/L11/L20/L21 Citizenship: C3/C6/C9

Citizenship: C4 RSE: R33

Living in the Wider World: L9/L12/L15


1. Citizen2. Community3. British Values4. Tolerance5. Discrimination6. National7. International8. Extremism

1. Mental Health2. Wellbeing3. Anxiety4. Depression5. First Aid6. Peer Pressure

1. Resilience2. Challenges3. Safety4. Consent5. Harassment6. Grooming7. Vulnerable

1. Human Rights2. Law3. Homelessness4. Ethical5. Consumer6. Money Management

1. Laws2. Human Rights3. Impact4. Offenders5. Sentencing

1. Skills2. Qualities3. Attributes4. Career5. Qualification6. Prospects7. Aspirations8. Achievements

PSHE – Year 8 - 2020

Assessment



Religious Education – Extremism Computing – Social Media/Sexting Food Technology - Fairtrade


Possible Groups: Green Group – Environment based Charity Working Group

Possible Groups: Mental Health Drop in – Peer Support

Rainbow Planet – LGBT+


Curriculum Content

Phase 1: Organisms (2.8) Students will study: the importance of having a balanced diet to avoid malnutrition and deficiency diseases, what physical and chemical digestion, the difference between respiration and breathing by being able to label different parts of the respiratory system and describing how gas is exchanged in the lungs.

Phase 2: Matter (2.5) Students will study: the periodic table and how elements in the same group react in a similar way, the properties of elements with the properties of the compounds they form, the structure of an atom, elements and compounds, and the physical and chemical trends found in the periodic table.

Phase 3 Energy (2.3) Students will study: how to calculate work done and how levers and pulleys can make the work being done easier, the difference between temperature and energy and the cooling curves formed when substances cool down.

Phase 4 Ecosystems (2.9) Students will study: how the leaves of plants are adapted to enable them to use the sun’s energy to make their own food and how to test for starch in leaves aerobic and anaerobic respiration along with the different gas exchange systems of different organisms.

Phase 5 Reactions(2.6) Students will study: different types of reactions such as combustion and thermal decomposition, chemical changes by referring to atoms and molecules in reactants rearranging to make the products Students will learn that during reactions the total number of atoms is conserved.

Phase 6 Waves(2.4) Students will study: the properties of waves in water and light and how they transfer energy. Light consists of transverse waves with a range of frequencies and wavelengths and that white light can be split into a spectrum of colours, reflection, refraction and absorption of light by materials.


Previous knowledge from Year 7

•the structure and functions of thehuman skeleton, to include support,protection, movement and makingblood cells

•biomechanics – the interactionbetween skeleton and muscles,including the measurement of forceexerted by different muscles

•the function of muscles andexamples of antagonistic muscles

•cells as the fundamental unit ofliving organisms, including how toobserve, interpret and record cellstructure using a light microscope

•the functions of the cell wall, cellmembrane, cytoplasm, nucleus,vacuole, mitochondria andchloroplasts

•the similarities and differencesbetween plant and animal cells


•the properties of the different states ofmatter (solid, liquid and gas) in terms of theparticle model, including gas pressure

•changes of state in terms of the particlemodel

•the concept of a pure substance

•mixtures, including dissolving

•diffusion in terms of the particle model

•simple techniques for separating mixtures:filtration, evaporation, distillation andchromatography

•the identification of pure substances


•comparing energy values ofdifferent foods (from labels) (kJ)

•comparing power ratings ofappliances in watts (W, kW)

•comparing amounts of energytransferred (J, kJ, kW hour)

•domestic fuel bills, fuel use andcosts

•fuels and energy resources


•the interdependence oforganisms in an ecosystem,including food webs and insectpollinated crops

•the importance of plantreproduction through insectpollination.


•defining acids and alkalis in termsof neutralisation reactions

•the pH scale for measuringacidity/alkalinity; and indicators

•reactions of acids with metals toproduce a salt plus hydrogen

•reactions of acids with alkalis toproduce a salt plus water

.


•frequencies of sound waves,

measured in hertz (Hz); echoes,

reflection and absorption of

sound

•sound needs a medium totravel, the speed of sound in air,in water, in solids

•use of ray model to explainimaging in mirrors, the pinholecamera, the refraction of lightand action of convex lens infocusing (qualitative); the humaneye

Spanish - Year 8 – 2020


Understand how we breathe

Measure breathing

Explain gas exchange in humans

Explore the effects of disease

and lifestyle

Explore a healthy diet

Understand the effects of an

unbalanced diet

Understand the human digestive

system

Understand the roles of thedigestive organs

Look at the periodic table ofelements

Explore metals in the periodic table

Explore non-metals in the periodictable

Analyse wider patterns within theperiodic table

Combine elements to makecompounds

Compare elements and compounds

Explore polymers, ceramics andcomposites

Doing work

Making work easier

Explaining thermal energy

Heat transfer: conductionconvection and radiation

How to stop energy fromtravelling

Energy and temperature

Understand aerobicrespiration

Explore respiration in sport

Understand anaerobicrespiration

Investigate fermentation

Compare aerobic andanaerobic respiration

Explore how plants makefood

Look at the structure ofleaves

Explore the movement ofwater and minerals in plants

Investigate the importanceof minerals to plants

Investigate photosynthesis

Understand exothermicreactions

Compare endothermic andexothermic reactions

Explain the use of catalysts

Explore combustion

Explore the use of fuels

Understand thermaldecomposition

Explain changes in terms ofconservation of mass

Exploring sounds

Sound systems

Exploring light

Comparing transverse andlongitudinal waves

Exploring waves


Enzymes

Dietary Fibre

Carbohydrates

Lipids (Fats and Oils)

Protein

Stomach

Small intestine

Large intestine

Gut bacteria

Breathing

Trachea (windpipe)

Bronchi

Alveoli

Ribs

Diaphragm

Lung Volume

Periodic table

Period

Group

Atomic number

Physical properties

Chemical properties

Alkali metals

Halogens

Noble gas

Atom

Element

Compound

Chemical formula

Product

Reactant

Polymer

Monomer

Ceramics

Composites

Work

Lever

Energy

Machine

Input force

Output force

Displacement

Deformation

Thermal conductor

Thermal insulator

Temperature

Degrees Celsius

Thermal energy

Conduction

Convection

Radiation

Metals

Non-metals

Aerobic respiration

Glucose

Anaerobic respiration

Lactic acid

Glycogen

Fermentation

Mitochondria

Catalyst

Glucose

Photosynthesis

Starch

Iodine

Chlorophyll

Palisade Cell

Stomata

Transpiration

Xylem cells

Root hair cell

Fertiliser

Exothermic reaction

Chemical bond

Bond making

Bond breaking

Endothermic reaction

Catalyst

Rate of reaction

Enzyme

Catalytic converter

Product

Chemical reaction

Fuel

Combustion

Reactant

Oxidation

Thermal decomposition

Carbonate

Physical change

Product

Conserved

Medium

Frequency

Hertz

Ultrasound

Microphone

Signal

Loudspeaker

Cone

Diaphragm

Energy transfer

Wavelength

Ultraviolet

Frequency

Energy

Longitudinal

Compression

Wavelength

Transverse

Amplitude

Crest

Trough

Assessment 1

Phase 1: Organisms (2.8)

Retrieval of Year 7 Organisms(1.8)

Phase 2: Matter (2.5)

Retrieval of Year 7 Matter (1.5)

Retrieval or Year 8 Phase 1Organisms (2.8)

Phase 3: Energy (2.3)

Retrieval of Year 7 Energy(1.3)

Retrieval of Year 8 Phase 2:Matter (2.5)

Phase 4: Ecosystems (2.9)

Retrieval of Year 7Ecosystems (1.9)

Retrieval of Year 8 Phase 3:Energy (2.3)

Phase 5: Reactions (2.6)

Retrieval of Year 7Reactions (1.6)

Retrieval of Year 8 Phase 4:Ecosystems (2.9)

•Phase 6 : Waves (2.4)•Retrieval of Year 7 Waves (1.4)•Retrieval of Year 8 Phase 5Reactions (2.6)

Assessment 2


Food Technology – Healthy Eating and Hygene MFL – Food Maths – Calculating volume Health and Social Care – Human Growth and Development

Design and Technology - materials Food Technology - Cooking through conduction, convection, radiation

P.E – Aerobic and AnaerobicRespiration

Music - pitch


Sources and functions ofdifferent nutrients

Labelled digestive system

List the enzymes involvedin the digestive system

Labelled respiratory system

Gas exchange in the lungs

Adaptations of alveoli andcapillaries

Groups in the periodic table

Properties of alkali metals

Properties of halogens

Patterns found in the periodictable

Elements and compounds

Polymers and composites

Work done equation

Simple machines

Direction of heat flow

Conduction

Convection

Radiation

Insulators

Photosynthesisequation

Testing for starch inleaves

Limiting factors ofphotosynthesis

Leaf structure relatedto photosynthesis

Aerobic respiration

Anaerobic respiration

Fermentation

Exothermic reactions

Endothermic reactions

Definition of a fuel

Complete andincompletecombustion – includingequations.

Catalysts

Thermaldecomposition

Conservation of mass

Frequency and pitch

Microphones andloudspeakers

Uses and risks of UVlight

Transverse andlongitudinal wavescomparison


Science club/Visits/External speakers

Science club/Visits/External speakers Science club/Visits/External

speakers Science club/Visits/External



speakers


SMSC

Diets – Healthy Eating

Breathing and respiration –How does smoking affecthealth?

Deficiency diseases – Howare some communitiesaffected by lack of food?

Well being

SMSC

Human rights – what are ourresponsibilities are scientists(Use of halogens as a weapon inwars).

Careers

Product development scientist

Careers

Construction

Thermal insulationengineer

Applications engineer

Careers

Sports scientists

Horticulture

Forestry TechnicianSMSC

Deforestation –responsibilities as acitizen

Careers

Chemical engineer

Materials Scientist

Careers

Light/sound engineer


Curriculum Content

El Tiempo Libre/Free Time Saying what you and others do in your free time, the time, sports, saying what you like to do and why, saying what you and others are going to do and why.

El Tiempo Libre/Free Time Further development of saying what you and others do in your free time, the time, sports, saying what you like to do and why, saying what you and others are going to do and why.

Day of the Dead

Christmas In Spain

En La Ciudad/In The City Describing your town/city, saying what there is in your town, inviting somebody out, describing the weather, saying what you and others are going to do in town,

En La Ciudad/In The City Further development of describing your town/city, saying what there is in your town, inviting somebody out, describing the weather, saying what you and others are going to do in town,

Easter In Spain

Mis Vacaciones/My Holidays Saying where you went on holiday and how you travelled, saying what activities you and others did on holiday, comparing what you did on holiday with what you normally do.

Mis Vacaciones/My Holidays Further development of saying where you went on holiday and how you travelled, saying what activities you and others did on holiday, comparing what you did on holiday with what you normally do.


Vocabulary

Family

Some free time activities fromschool.

Numbers.

Grammar

Opinions and reasons.

Present tense verb conjugation.

Future tense verb conjugation.

Past tense verb conjugation.

Vocabulary

Some activities.

Numbers.

Grammar




Past tense verb conjugation.

Vocabulary

Activities.

Grammar

Adjectival agreements.




Vocabulary

Activities.

Grammar



Present tense verbconjugation.

Future tense verbconjugation.

Vocabulary

Countries.

Family members.

Grammar




Vocabulary

Countries.

Family members.

Grammar


Present tense verbconjugation.

Future tense verbconjugation.

Assessment Objectives To be able to understand and use a range of activities with their knowledge of the different tenses.

To be able to understand and use a range of activities with their knowledge of the different tenses.

To be able to understand and be able to describe a town/city in 3 tenses.

To be able to understand and be able to describe a town/city in 3 tenses.

To be able to understand and write about my holidays in at least 3 tenses.

To be able to understand and write about my holidays in at least 3 tenses.


El Tiempo Libre

La Hora

Los Deportes

Infinitives

Opinions

Verb conjugations

El Tiempo Libre

La Hora

Los Deportes

Infinitives

Opinions

Verb conjugations

Una Ciudad

Un Pueblo

El Tiempo

Places in town

Infinitives

Opinions

Verb conjugations

Una Ciudad

Un Pueblo

El Tiempo

Places in town

Infinitives

Opinions

Verbconjugations

Las Vacaciones

Las Actividades

El Transporte

Near Future Tense

Conditional Tense

Preterite Tense

Present Tense

Opinions andJustifications

Connectives andNegatives.

Verb Conjugation

Las Vacaciones

Las Actividades

El Transporte

Near FutureTense

ConditionalTense

Preterite Tense

Present Tense

Opinions andJustifications

Connectivesand Negatives.

VerbConjugation

Assessment 1

Listening- Mira 1, page 85. Escuchar 4 and 5 Speaking- Describing what you do in your free time using 3 tenses. Reading- Mira 1, page 79. Leer 7 Writing- Write about what you do in your free time using 3 tenses.

Listening- Mira 1, page 85. Escuchar 4 and 5 Speaking- Describing what you do in your free time using 3 tenses. Reading- Mira 1, page 79. Leer 7 Writing- Write about what you do in your free time using 3 tenses.

Listening- Mira 1, page 97. Escuchar 4 Speaking- Describing your town and what you do using 3 tenses. Reading- Mira 1, page 105. Leer 4 Writing- Write about where you live using 3 tenses.

Listening- Mira 1, page 97. Escuchar 4 Speaking- Describing your town and what you do using 3 tenses. Reading- Mira 1, page 105. Leer 4 Writing- Write about where you live using 3 tenses.

Listening- Mira 2, Escuchar 2, page 96 Speaking- Describing holidays using 3 tenses. Reading- Mira 2, page 103. Leer 5 Writing- Write about holidays using 3 tenses.

Listening- Mira 2, Escuchar 2, page 96, Grade 2+ Speaking- Describing holidays using 3 tenses. Reading- Mira 2, page 103. Leer 5 Writing- Write about holidays using 3 tenses.

Spanish - Year 8 – 2020


Maths English P.E.

Maths English P.E.

English English English Geography

English


Activities

Sports

Numbers

Opinions and reasons

Future tense

Present tense

Past tense

Activities

Sports

Numbers


Future tense

Present tense

Past tense

Places in town

Adjectives

Activities

Present tense verbs

Past tense descriptions

Future tense verbs


Places in town

Adjectives

Activities

Present tense verbs

Past tense descriptions

Future tense verbs


Countries

Modes of Transport

Past/present/future tenseactivities


Countries

Modes of Transport

Past/present/futuretense activities


Extra-Curricular Offer Students are able to research different towns and cities in Spain and describe them.

Students are able to research different towns and cities in Spain and describe them.


British Values- Students understand that they can have a go and should not feel afraid to take part in the lesson. Students are actively encouraged to participate and get involved in all lessons.

With Christmas in Spain and Day of the Dead being studied, students are learning about another culture, so tolerance is rigorously promoted.

British Values-Students research cities in Spain and can compare them to what British cities they know. Students also research the weather in Spain and can therefore compare the British weather with the Spanish weather. Students are learning about another culture, so tolerance is rigorously promoted.

Students understand that it is the Law to study a foreign language until the end of year 8. Students understand that they can have a go and should not feel afraid to take part in the lesson. Pupils are actively encouraged to participate and get involved in all lessons.

With Easter in Spain being studied, students are learning about another culture, so tolerance is rigorously promoted.

British Values-talk about differences in holiday locations for British and Spanish people. Students understand that it is the Law to study a foreign language until the end of year 8. Students understand that they can have a go and should not feel afraid to take part in the lesson. Students are actively encouraged to participate and get involved in all lessons.

Students understand that it is the Law to study a foreign language until the end of year 8. Students understand that they can have a go and should not feel afraid to take part in the lesson. Pupils are actively encouraged to participate and get involved in all lessons.

history - year 8 2020 - e-act

Documents