Tauheedul Islam Boys' High School - Year 8 Curriculum Booklet 2021-2022 - TIBHS
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Tauheedul Islam Boys’ High School Year 8 Curriculum Booklet 2021-2022
CONTENTS
❖ Introduction from the staff at TIBHS
❖ English
❖ Mathematics
❖ Science
❖ Geography
❖ History
❖ Religious Education
❖ Arabic
❖ French
❖ Urdu
❖ Computing
❖ Art
❖ Drama
❖ Engineering Design
❖ PE
• Please note the long term plans are subject to changeIntroduction Our aim at Tauheedul is simple – we want to provide the best possible education for you in the most secure Islamic environment. We will help you to achieve your goals, dreams and ambitions. In return we want you to turn up every day, on time and with the right attitude to aim for the best possible standards in your studies; both at home and in school, as well as work to your full potential in all your subjects. STAR targets require all students to make at least one level of progress from KS2 to KS4 above the national average. STAR expected progress means you will make more progress than 90% of students at other schools; pupils achieving a score of 95 or above in reading and 102 or above in maths by the end of KS2 (year 6) are expected to achieve at least a grade 6 at GCSE (year 10 or year 11). This Curriculum Guidance section shows how you will make this progress through the learning journey you will undertake in each of your subjects. It will also be used to record your results and targets for improvement after every assessment. If, for any reason, you fall behind in your studies, we will ensure you catch up through intervention and revision sessions; you simply need to turn up on time, ready to learn.
ENGLISH: LONG TERM PLAN YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Survival – overcoming Survival – overcoming Power, Conflict and Identity Power, Conflict and Journeys Shakespeare
obstacles obstacles Identity
Reading: Fiction Reading: Drama / Fiction Reading:
Holocaust Writing: Poetry Anthology Reading: 19th Century Fiction Reading – Shakespeare’s Merchant of
Fiction Reading: Creative Prose Writing (Comparison) Poetry Anthology Oliver Twist Venice
The Boy in the Striped Pyjamas STRUCTURE & PLOT (Longer text) (Plot and Themes)
(Longer text) Non Fiction Reading
Language choices & Writing
Fiction Reading: authorial intent Transactional PLANNED RECALL Writing
Writing 21st Century and Writing inc Writer’s Viewpoint Writing Response to Shakespeare
Descriptive Writing 19th Century S&L: Creative Writing including language
Speaking & Listening - COMMUNICATION &
Speeches S&L: WRITER’S CRAFT
S&L: Speaking & Listening - S&L: Speaking & Listening Writing Speaking & Listening – Oliver S&L: Speaking and Listening -
Monologue – Seerah Poetry Transactional Twist Discussion on
Writing inc Writer’s (Expressive reading) S&L: Shakespeare & Debating
Viewpoint through Speaking & Listening – Oliver
Twist Assessment- S&L-
Assessment- Reading- Fiction- Assessment- Writing- (Socratic questioning) Shakespeare-
AO1+ AO2+AO3 Assessment- Reading- Fiction- NF Fiction- AO5+AO6 AO7+AO8+AO9
Assessment - Writing- AO1+AO2 (Greater independence than Assessment- Reading- Fiction-
Fiction- AO5+AO6 Au2) AO1+AO2+AO3
THEMES Fiction First person Non-fiction Non-fiction Reading and writing Oliver Twist
Narrative Reading Writing Non- fiction texts
SPEAKING AND Use of Standard English Discussion Presentation
LISTENING whole school
focus
SPIRITUAL, MORAL, SOCIAL Values, perspectives- explored through Helping others Social and cultural context in Oliver Twist
AND CULTURAL (SMSC) Short stories
AND FUNDAMENTAL
BRITISH VALUES (FBV)
Inference skills Imaginative writing Writer’s viewpoint Developing arguments Cumulative –
KEY ASSESSMENT FOCUSES, Autumn 1 to
SUGGESTED ASSESSMENTS Spring 2
topics
AND FEEDBACK WEEK
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary. Bedrock vocabulary.
Websites that can help my learning: : http://www.bbc.co.uk/schools/ks3bitesize/english/, http://www.englishbiz.co.uk/, www.bbc.co.uk/news
http://www.channel4learning.com/support/websites/english.html, http://www.channel4learning.com/sites/waywithwords/index.html,
Visits to places that can help my learning: Plays – theatre, sports games, local events, poetry performancesMATHEMATICS: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Number Algebra Geometry Ratio and Geometry Statistics
Proportion
THEMES/ Indices Algebraic Constructions Percentages 3D shapes Probability
TOPICS Prime factorisation manipulation Angles Ratio Area of a circle Averages and
Rounding & Estimating Expanding and Area of composite Proportionality Surface area frequency table
Fractions factorizing shapes Speed, distance, and Volume Charts
Linear equations Circumference of a Pythagoras Theorem
Percentages time
Sequences circle
Graphs
SPEAKING AND Group Discussion In Role Presentation
LISTENING
whole school focus
SPIRITUAL, MORAL,
SOCIAL AND CULTURAL
(SMSC) AND My Duty To Help Others Muslim Scholars Islamic Art and Culture
FUNDAMENTAL BRITISH
VALUES (FBV)
KEY ASSESSMENT Each of the end of term Assessments will assess the Higher level topics taught from MOCK END OF YEAR EXAM and END OF
FOCUSES, SUGGESTED YEAR EXAM
September. The demand and scope of the end of term Assessments will increase as
ASSESSMENTS AND Structure: Paper 1 Non-calculator Paper 2-
FEEDBACK WEEK the course progresses. Structure: Paper 1 Non-calculator. Calculator Pupil Self-Assessment Feedback
and targets during post-half term week.
Paper 2 Calculator Pupil Self-Assessment. Feedback and targets during post-half
Websites that can help my learning: www. studymaths.co.uk,term week.
www.bbc.co.uk/schools/gcsebitesize/maths, www.nrich.maths.org.uk, www.uk.ixl.com,
www.ricksmath.com, www.aamath.com, www.mathsisfun.com
www.hegartymaths.com and https://corbettmaths.com/
Visits to places that can help my learning: Churches and Mosques, Mathematics exhibitions in Museums, Mathematics Conferences, Bletchley Park,
National Space Centre, Manchester School of Architecture.SCIENCE: LONG TERM PLAN – YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Scientific thinking Scientific thinking Scientific thinking Scientific thinking Scientific thinking Scientific thinking
Applications and Implications of Applications and Applications and Implications Applications and Implications Applications and Implications Applications and Implications
Science Implications of Science of Science of Science of Science of Science
THEMES Enquiry
Plants and skills
reproduction Enquiry
Lightskills Enquiry
Plant skills
growth Enquiry
Earth skills
& Space Genetics Enquiry
and skills
Evolution MakingEnquiry skills
Materials
Combustion and Periodic Breathing & Energy transfers Reactivity Force and Motion EOY EXAMS REVISION
Table Respiration
Unicellular Organisms Rocks Forces fields and STEM Project
Fluids Metals and their uses Electromagnets
Making materials
SPEAKING AND Group discussion In Role Presentation
LISTENING whole school
focus
SPIRITUAL, MORAL, Allah’s Creation: Small and Big Muslim Scientists
SOCIAL
AND CULTURAL (SMSC)
AND FUNDAMENTAL
BRITISH VALUES (FBV)
Focus: Chemistry Focus: Physics Focus: Biology Focus: Biology and Focus: Biology, Chemistry and Physics
KEY ASSESSMENT Physics
FOCUSES, SUGGESTED Assessed Classwork Assessed Classwork Assessed Classwork Assessed Classwork
ASSESSMENTS AND Assessed Classwork
End of unit summative End of unit summative End of unit summative End of unit summative test
FEEDBACK WEEK
tests tests tests End of unit summative
test Presentation: animal or plant adaptations.
End of Year exam.
Websites that can help my learning: www.bbc.co.uk/bitesize/, http://links4science.blogspot.co.uk/, www.s-cool.co.uk/
Visits to places that can help my learning: MOSI (Museum of Science and Industry), Jodrell Bank Discovery CentreGEOGRAPHY: LONG TERM PLAN - YEAR 8 2 0 2 0 - 2 0 2 1
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS 1.1 Place 1.1 1.1 Place 1.1 Place 1.1 Place 1.1 Place
1.2 Space Place 1.2 Space 1.2 Space 1.2 Space 1.2 Space
1.3 Scale 1.2 Space 1.3 Scale 1.3 Scale 1.3 Scale 1.3 Scale
1.6 Environmental 1.3 1.4 1.4 1.4 1.4
interaction and Scale Interdependence Interdependence Interdependence Interdependence
sustainable development 1.4 1.5 Physical and 1.5 Physical and 1.5 Physical and 1.5 Physical and
1.7 Cultural Interdependence human processes human processes human processes human processes
understanding and 1.5 Physical and 1.6 Environmental 1.6 Environmental 1.6 Environmental 1.7 Cultural
diversity interaction and interaction and interaction and understanding and
human processes
1.6 Environmental sustainable sustainable sustainable diversity
interaction and development development development
sustainable 1.7 Cultural 1.7 Cultural 1.7 Cultural
development understanding and understanding and understanding and
1.7 Cultural diversity diversity diversity
understanding and
diversity
THEMES Population Weather and Coasts Restless Planet Nigeria - A Newly Nigeria – A newly
Climate emerging economy emerging economy.
SPEAKING AND Use of Standard English Discussion Presentation
LISTENING
whole school focus
SPIRITUAL, MORAL, SOCIAL People on Earth, Power of the natural, Life in extreme Sustainability, Different cultures, Ethics and
AND CULTURAL (SMSC) environments. trade
AND FUNDAMENTAL Power of the Natural
BRITISH VALUES (FBV)
End of unit test on End of unit test on End of unit test on End of unit test on End of Year exam on Project based
KEY ASSESSMENT Population Population and Population, Weather Population, Weather all topics assessment with clear
FOCUSES, SUGGESTED Weather and and Climate and and Climate, Coasts success criteria.
ASSESSMENTS AND
Climate Coasts and Restless Planet
FEEDBACK WEEK Enquiry.
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary.
Websites that can help my learning: www.geography.learnontheinternet.co.uk/ks3/index.html; www.georesources.co.uk;
www.bbc.co.uk/schools/bitesize/geography/
Visits to places that can help my learning: The Local area (settlement), Any sporting venue (sport)HISTORY: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS -Knowledge of cultural, -Knowledge of -Interpretation -Interpretation -Change and -Knowledge of
ethnic and religious cultural, ethnic -Cause and -Cause and continuity cultural, ethnic and
diversity and religious consequence consequence -Knowledge and religious diversity
-Interpretation diversity understanding -Significance
-Significance
THEMES -Transatlantic slave trade -Transatlantic slave Industrial Revolution: World War One: World War One: World War 2:
-British Empire- trade Agricultural Revolution -causes Battle of the Somme
-how slavery began and -British Empire- Evil Transport Revolution -trenches -Treaty of Versailles Hitler’s rise to power
why is was Profitable? empire or Jewel of Changes in industry -volunteer soldiers -Muslim soldiers
-life on a plantation the crown? Child labour Appeasement
-how it ended -British empire
origin Molotov–Ribbentrop
-How it expanded Pact
-East India company
End of the war
SPEAKING AND Use of Standard English Discussion -Punishment for Nazis
Presentation
LISTENING whole school
focus
SPIRITUAL, MORAL, SOCIAL Links with how we came to England Muslim support in World War I Religious conflict
AND CULTURAL (SMSC)
AND FUNDAMENTAL
BRITISH VALUES (FBV)
Questions – regarding the Questions – Presentation based Questions – regarding End of year exam (all Project based
KEY ASSESSMENT British role in regarding the assessment World War 1 topics) assessment with clear
FOCUSES, SUGGESTED transatlantic slave trade British empire Feedback spring 2 Feedback summer 1 Feedback summer 2 success criteria
ASSESSMENTS AND Feedback autumn 2 week Feedback spring 1 week 1 week 1 week 1 Success criteria
1
FEEDBACK WEEK week 1 provided
Success/levelled criteria
given to all students
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary.
Websites that can help my learning: Websites that can help my learning: www.bbc.co.uk/history, britishempire.co.uk, www.tudorhistory.org,
www.bbc.co.uk/religion/religions/islam/history, www.schoolhistory.co.uk
Visits to places that can help my learning: British History MuseumR.E. LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Believing: Religious Believing: Religious Expressing (Religious Expressing (Religious Living (Religious Living (Religious
beliefs, teachings, beliefs, teachings, and spiritual forms of and spiritual forms of practices and ways practices and ways
sources, questions sources, questions expression; questions expression; of living; questions of living; questions
about meaning, about meaning, about identity and questions about about values and about values and
diversity) identity and
purpose & truth purpose & truth commitments) commitments)
diversity)
THEMES War - What is war The Problem of Evil Whose world is it What Does it Mean Introduction to
Does it Make Sense
Good For? and Suffering Anyway? to be a British fundamental
to Believe in God?
Muslim? Religious Studies
SPEAKING AND In Role Group discussion In Role Presentation
LISTENING whole school Group & individual presentations Explaining giving developed reasons Reflection exercises, group work, mind
focus Evaluative writing Market Place Kagan Kagan maps, booklets, leaflets
SPIRITUAL, MORAL, SOCIAL Rights and responsibilities Identity as a British citizen Spiritual discipline
AND CULTURAL (SMSC) AND
FUNDAMENTAL BRITISH
VALUES (FBV)
A. Know about and End of Unit assessment A. Know about and Pupils will be given End of Year EXAM End of topic test
KEY ASSESSMENT understand a range of on Religious Beliefs understand a range of specific assessment
religions and religions and question which will be
FOCUSES, SUGGESTED worldviews. Express worldviews. in line with EOY target
ASSESSMENTS AND ideas and insights about level or above.
FEEDBACK WEEK the nature, significance B. Express ideas and
and impact of religions insights about the
and worldviews. nature, significance and
impact of religions and
C. Gain and deploy the worldviews.
skills needed to engage
seriously with religions C. Gain and deploy the
and worldviews skills needed to engage
seriously with religions
and worldviews
Focus on familiarisation
with GCSE exam
requirements.
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary
APP feedback
Websites that can help my learning: http://www.bbc.co.uk/schools/websites/11_16/site/re.shtml www.reonline.org.uk/
Visits to places that can help my
Weeklearning:
1 Places of worshipLIFE SKILLS: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Mental Health and Rights & Rights & Relationships Being Safe First Aid
wellbeing Responsibilities Responsibilities
THEMES Life after and during How has the law What are the Managing Recognising consent Performing basic
lockdown developed over universal human emotions Communicating with first aid
Dealing with time, and how does rights and how do we Interfaith harmony others Lifesaving skills
attitudes towards the law protect the protect them? Gender based Faith view on being CPR
mental health citizen and deal with - How do citizens violence safe How to find help
Anxiety criminals? play a part to bring
about change in the
legal system?
SPEAKING AND
LISTENING whole school Use of Standard English Discussion Presentation / Activity
focus
SPIRITUAL, MORAL, SOCIAL
AND CULTURAL (SMSC) Keeping myself healthy & safe
AND FUNDAMENTAL Healthy relationships & aspirations Diversity in British society
BRITISH VALUES (FBV)
KEY ASSESSMENT
FOCUSES, SUGGESTED
ASSESSMENTS AND
FEEDBACK WEEK Websites that can help my learning:
http://www.bbc.co.uk/schools/websites/11_16/site/pshe.shtml https://www.pshe-association.org.uk/default.aspx
www.equalityhumanrights.com www.un.org/en/universal-declaration-human-rights
www.judiciary.gov.uk www.cps.gov.ukARABIC: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Understanding Use knowledge of Use reference Produce Produce sustained Communicating
spoken and grammar and materials to sustained sequences of and interacting
written language, syntax to work support accurate sequences of language that with others.
linguistic out the meaning understanding. language that effectively
competency. of unfamiliar effectively communicate
language. communicate meaning.
meaning.
THEMES Family & Types of Media My Town. The Arabic Work & Jobs At the restaurant
relationships speaking world:
Arabic cities
SPEAKING AND Use of Standard English & using the TL Use of Standard English & using the TL Use of Standard English & using the TL
LISTENING whole accurately, Q & A, presentations accurately, Q & A, presentations accurately, Q & A, presentations
school focus
SPIRITUAL, MORAL, Importance of Salat-u-Rahim (Family Personal and collective responsibility Healthy living, valuing the opportunity of
SOCIAL Ties) for looking after your environment. having an education and being
AND CULTURAL appreciative of what we have.
(SMSC) AND
FUNDAMENTAL
BRITISH VALUES (FBV)
Writing - week 6 Speaking - week Reading and Writing - week 4Reading and Speaking - week 4
KEY ASSESSMENT 6 understanding / understanding /
FOCUSES, SUGGESTED listening and listening and
ASSESSMENTS AND responding- responding /
FEEDBACK WEEK week 5 writing
END OF YEAR
EXAM
Use of Quizlet App, Loom videos and reading passages to support application, synthesis and literacy
www.ChildrensLibrary.org https://sites.uni.edu/becker/arabic.htmlFRENCH: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Understanding Use knowledge of Use reference Produce Produce sustained Communicating
spoken and grammar and materials to sustained sequences of and interacting
written language, syntax to work out support accurate sequences of language that with others.
linguistic the meaning of understanding. language that effectively
competency. unfamiliar effectively communicate
language. communicate meaning.
meaning.
THEMES Holidays Celebrations Free Time The World is The World is small/ Live Sports
small Live Sports
SPEAKING AND Use of Standard English & using the TL Use of Standard English & using the TL Use of Standard English & using the TL
LISTENING whole accurately, Q & A, presentations accurately, Q & A, presentations accurately, Q & A, presentations
school focus
SPIRITUAL, MORAL, Importance of Salat-u-Rahim (Family Personal and collective responsibility Healthy living, valuing the opportunity of
SOCIAL Ties) for looking after your environment. having an education and being
AND CULTURAL appreciative of what we have.
(SMSC) AND
FUNDAMENTAL
BRITISH VALUES (FBV)
Writing - week 6 Speaking - week 6 Reading and Writing - week 4 Reading and Speaking - week 4
KEY ASSESSMENT understanding / understanding /
FOCUSES, SUGGESTED listening and listening and
ASSESSMENTS AND responding- responding / writing
FEEDBACK WEEK week 5 END OF YEAR EXAM
Use of Quizlet App, Loom videos and reading passages to support application, synthesis and literacy
https://www.lepointdufle.net/p/learnfrench.htm http://www.bbc.co.uk/languages/french/URDU: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Understanding Use knowledge of Use reference Produce sustained Produce sustained Communicating and
spoken and written grammar and materials to sequences of sequences of interacting with
language, linguistic syntax to work out support accurate language that language that others.
competency. the meaning of understanding. effectively effectively
unfamiliar communicate communicate
language. meaning. meaning.
THEMES Food & Where I live Free Time Holidays Holidays/Sports Sports
Celebrations
SPEAKING AND Use of Standard English & using the TL Use of Standard English & using the TL Use of Standard English & using the TL
LISTENING whole accurately, Q & A, presentations accurately, Q & A, presentations accurately, Q & A, presentations
school focus
SPIRITUAL, MORAL, Importance of Salat-u-Rahim (Family Ties) Personal and collective responsibility for Healthy living, valuing the opportunity of
SOCIAL looking after your environment. having an education and being appreciative
AND CULTURAL (SMSC) of what we have.
AND FUNDAMENTAL
BRITISH VALUES (FBV)
Writing - week 6 Speaking - week 6 Reading and Writing - week 4 Reading and Speaking - week 4
KEY ASSESSMENT understanding / understanding /
FOCUSES, SUGGESTED listening and listening and
ASSESSMENTS AND responding- responding / writing
FEEDBACK WEEK week 5 END OF YEAR EXAM
Use of Quizlet App, Loom videos and reading passages to support application, synthesis and literacy
https://www.mondly.com/blog/2020/03/03/learn-urdu-online/ https://www.lingohut.com/en/l128/learn-urduCOMPUTING: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Data representation Algorithms Programming Spreadsheet skills Data, manipulation, System security
techniques presentation & User interfaces
interpretation
THEMES Binary denary, Computational Variables, constants, Features, Data collection Network security,
binary addition, thinking, data types, formatting, methods, importing malware, identifying
binary shifts, pseudocode, arithmetic formula. Sum and transposing data, and preventing
characters flowcharts, operators, selection, function, relative count functions, rank
vulnerabilities.
hexadecimal, check algorithms & trace iteration, string and absolute functions,
digit, image tables manipulation, referencing, named conditional Types of user
representation arrays, records, ranges, linking formatting & data
interfaces, user’s
validation and file sheets, macros & summary sheet.
Presentation handling, customizing
Discussion user Graphs, charts
Use &
of Standardaccessibility
English and
SPEAKING AND
LISTENING whole school Effective use of language using algorithms subprograms,
Why there is aand
need to useinterface,
coding for dashboard. use ofskills,
Appropriate demographics
key computing
focus testing. computer
developing validation, lookup
software & design principles,
terminologies
SPIRITUAL, MORAL, To use technology that will help develop functions
Investment in the skills for the future Learner will learn about
hardwarerealsoftware
world &
SOCIAL knowledge and understanding. understand the contribution that applications and consequently a motivation
alternative designs.
AND CULTURAL (SMSC) computing makes to society to lead and improve society
AND FUNDAMENTAL
BRITISH VALUES (FBV)
Topic 1 – Topic 2: Topic 3: Topic 4: Topic 5: EOY Topic 6:
KEY ASSESSMENT Data representation Data Representation Data Representation Assessment on Assessment on Assessment on
FOCUSES, SUGGESTED – use of binary & Algorithms & Algorithms & previous topics and previous topics and cyber security and
ASSESSMENTS AND Programming spreadsheet and Data manipulation user interfaces
FEEDBACK WEEK Techniques data manipulation
skills
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary: Reading to develop fluency. Keywords around
classroom
Websites that can help my learning: http://www.teachict.co.uk http://codeacademy.co.uk https://education.minecraft.net/
Visits to places that can help my learning: National Museum of Computing, Milton Keynes. Jodrell
Bank, CheshireART: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Architecture Sweets & Architecture Sweets & Chocolate Architecture Sweets & Chocolate
Chocolate Responding to Responding to
• Observation drawing Responding to• observation drawing Michael Craig Martin observation Michael Craig Martin
focused skill-based Michael Craig • focused skill-based researching drawing researching
media Martin media analysis • focused skill based analysis
experimentation and researching experimentation • observation drawing media • observation drawing
exploration analysis and exploration pencil experimentation pencil
observation pencil crayon and exploration pencil crayon
drawing colour blending colour blending
pencil acrylic painting acrylic painting
pencil crayon
colour blending
acrylic painting
THEMES Still life Drawing Still life Drawing Still life Drawing
Architecture Painting Architecture Painting Architecture Painting
Artist Stephen Confectionary Artist Stephen Confectionary Artist Stephen Confectionary
Wiltshire Wiltshire Wiltshire
SPEAKING AND Use of standard English Use of standard English Use of standard English
LISTENING whole school Subject specific vocabulary Subject specific vocabulary Subject specific vocabulary
focus
SPIRITUAL, MORAL, Popular culture and society Popular culture and society Popular culture and society
SOCIAL Value of famous buildings Value of famous buildings Value of famous buildings
AND CULTURAL (SMSC) Art movements Art movements Art movements
AND FUNDAMENTAL
BRITISH VALUES (FBV)
Media exploration Scale Media exploration Scale Media exploration Scale
KEY ASSESSMENT Media skill & Enlargement Media skill & Enlargement Media skill & Enlargement
FOCUSES, SUGGESTED technique Composition technique Composition technique Composition
ASSESSMENTS AND Drawing Drawing Drawing Drawing Drawing Drawing
FEEDBACK WEEK Observational studies Media skill and Observational studies Media skill and Observational studies Media skill and
Composition technique Composition technique Composition technique
Websites to help my learning: http://www.bbc.co.uk/schools/teachers/keystage_3/topics/art.shtml
Books : Art Matters 11-14 Student Book
Visits to places that can help my learning: Art galleries, museums.DRAMA: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS Performance Speech Speech Speech Speech Speech
Physicality Diction Diction Diction Diction Diction
THEMES Create a teaser for a The British Empire Child labour Child labour Robin Hood Robin Hood
film
A Picture of the
Craft A Story Holocaust
Contrasting scenes British in America
Innocence versus
fury
SPEAKING AND
Speech, diction, confidence, short term Speech, diction, confidence, short term Speech, diction, confidence, short term
LISTENING whole school
memory and imagination memory and imagination memory and imagination
focus
SPIRITUAL, MORAL,
SOCIAL
AND CULTURAL (SMSC) Empathy towards the poor and destitute Empathy towards the poor and destitute Concept of charity
AND FUNDAMENTAL
BRITISH VALUES (FBV)
Enhancement in speech, diction, confidence, short term memory and imagination
KEY ASSESSMENT
FOCUSES, SUGGESTED
ASSESSMENTS AND
FEEDBACK WEEK
http://www.bbc.co.uk/schools/websites/11_16/site/drama.shtml
https://dramaresource.com/
https://www.rhinegold.co.uk/rhinegold-publishing/magazines/teaching-drama/ENGINEERING DESIGN: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
KEY CONCEPTS In this term, students will learn Students will learn and In this term, students will learn Students will learn and In this term, students will learn the Students will learn and apply design
the importance of design apply design thinking the importance of design apply design thinking importance of design engineering thinking methodology to reverse
engineering in the context of a methodology to reverse engineering in the context of a methodology to reverse in the context of a changing engineer components (VEX CLAW) and
changing industry landscape engineer components changing industry landscape engineer components (VEX industry landscape ('Industry 4.0'). ultimately designing and 3D printing.
('Industry 4.0'). Students will use (VEX CLAW) and ('Industry 4.0'). Students will CLAW) and ultimately Students will use basic direct They will produce a reverse
basic direct modelling techniques ultimately designing and use basic direct modelling designing and 3D printing. modelling techniques (TinkerCAD) engineered parts for the VEX CLAW
(TinkerCAD) to mastering more 3D printing. They will techniques (TinkerCAD) to They will produce a reverse to mastering more advanced and a phone stand for their desks
advanced parametric tools (Fusion produce a reverse mastering more advanced engineered part for the parametric tools (Fusion 360).
360). engineered part for the parametric tools (Fusion 360). VEX CLAW and a phone
VEX CLAW and a phone stand for their desks
THEM To understand Industry 4.0, Tostand forengineer
reverse their desks
and To understand Industry 4.0, To reverse engineer and To understand Industry 4.0, To reverse engineer and design simple
ES including key technologies, and design simple machines including key technologies, and design simple machines including key technologies, and machines from specifications, using
explain its impact on the world of from specifications, using explain its impact on the world of from specifications, using explain its impact on the world of design documentation
work. Learn the basic skills in Fusion design documentation work. Learn the basic skills in design documentation work. Learn the basic skills in Fusion To understand the Design Thinking
360 To understand the Design Fusion 360 To understand the Design 360 Process
Work on Direct Modelling and Thinking Process Work on Direct Modelling and Thinking Process Work on Direct Modelling and To understand the impact of Design
Parametric Modelling in CAD To understand the impact Parametric Modelling in CAD To understand the impact of Parametric Modelling in CAD Thinking
software. To understand and apply of Design Thinking software. To understand and Design Thinking software. To understand and apply
SPEAKING AND sketching to build simple
Use ofmachines
standard English apply sketching to build
Use ofsimple
standard English sketching to build simple machines
Use of standard English
LISTENING whole school in Fusion 360 specific vocabulary
Subject machines in Fusion
Subject360
specific vocabulary in Fusion 360 Subject specific vocabulary
focus Additive Manufacturing 3D Printing CAD Additive Manufacturing 3D Printing CAD Additive Manufacturing 3D Printing CAD
Parametric Modelling Direct Modelling Sketch Parametric Modelling Direct Modelling Sketch Parametric Modelling Direct Modelling Sketch
Reverse Engineering Industry 4.0 Modular Design Reverse Engineering Industry 4.0 Modular Reverse Engineering Industry 4.0 Modular
Primitive Design Thinking Prototype
SPIRITUAL, MORAL, SOCIAL Team work; Independence and individual liberty; Understand the contribution that engineering makes to society and the economy and have the opportunity to make informed decisions about further
AND CULTURAL (SMSC) learning opportunities and career choices; Rule of law – patent law; Personalised and individual work projects; Mutual respect – different views and design ideas; Nourishing and encouraging
AND FUNDAMENTAL investment in the skills for the future; Understanding that successful high-added value businesses and manufacturing industries are needed to build and maintain the wealth creating products,
BRITISH VALUES (FBV) infrastructure and services of the future; Link this with enterprises that can allow pupils to build on strengths and address challenges that underpin social progress at all levels; Draw upon the
expertise of the professional engineering community to make a difference to local area; Recognise and celebrate local business success
Written paper to demonstrate understanding of key concepts; Key terminology; The impact of robotics within society; Reverse engineering practical CAD designs and skills; Solving design problems;
KEY ASSESSMENT FOCUSES, Students must apply their knowledge in a variety of contexts, developing systems that contribute to effective functional products that they build and test; Through the contextual information related
SUGGESTED ASSESSMENTS real life engineering projects
AND FEEDBACK WEEK
https://code.org/
http://stem-works.com/activities
https://spaceplace.nasa.gov/P.E.: LONG TERM PLAN - YEAR 8 2020-2021
Autumn one (8) Autumn two (7) Spring one (6) Spring two (5) Summer one (7) Summer two (6)
Learn to Outwit Learn to Outwit Learn to be Healthy
KEY CONCEPTS Creativity Performance Competence
Competence Competence Healthy, active lifestyles
Rugby Basketball Rugby Basketball Football Badminton
THEMES/
Back to Fitness – Back to Fitness – Football Badminton Athletics Cricket Cricket Athletics
TOPICS
Back to Fitness –Different principles of
Different Components of Different Training Methods
Training will be focused upon.
Fitness will be focused upon. will be focused upon.
SPEAKING AND Competitive Team Competitive Team Exercise for Living Aesthetic Learn to Excel Striking & Fielding
LISTENING Sports (Invasion) Sports (Invasion) Performance
whole school focus
SPIRITUAL, MORAL, Use of Standard English Discussion Teamwork Presentation
Teamwork Respect Individual Performance
SOCIAL AND CULTURAL (SMSC) Respect Healthy Active Lifestyles Individual Competence
AND FUNDAMENTAL BRITISH Healthy Active Lifestyles Healthy Active Lifestyles
VALUES (FBV)
KEY ASSESSMENT Developing a sense of enjoyment and The ability to recognise the difference Understanding the consequences of your actions.
FOCUSES, SUGGESTED fascination in learning about themselves, others and between right and wrong and your readiness to apply this
ASSESSMENTS AND FEEDBACK the world around them. understanding in your own lives.
WEEK
Keeping possession Outwitting your Plan a Health & Fitness programme for Balance in pairs and Show a measured Sending and
opponent personal use individuals using points (time or distance) receiving skills using
KEY CONCEPTS and patches event and refer to implements and
schools athletics without.
records
Use of glossary and spelling tests (key words on medium term plans) for teaching spelling and vocabulary.
Websites that can help my learning: www.bbc.co.uk/sportacademy , www.skysports.com , www.sportengland.org , www.thefa.com , www.ecb.co.uk, www.london2012.com.You can also read
