Year 8 Curriculum and Assessment Guidance for Pupils and Parents
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Name :....................................................................................
Tutor Group :.......................................................................
Eden Boys’ School, Preston
Year 8 Curriculum and Assessment Guidance for Pupils and Parents
2017 - 2018
Nurturing today’s young people,
inspiring tomorrow’s leaders.Summary
Our aim at Eden Boys School 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 As a result of these changes to GCSEs, last year we
ambitions. In return we want you to turn up every introduced a new grading system for all pupils –
day, on time and with the right attitude to aim for from Year 7 to Year 11. These new grades will have
the best possible standards in your studies; both Grade ‘9’ as the highest grade and Grade ‘1’ as the
at home and in school, as well as work to your full lowest grade. The new grades will be used to:
potential in all your subjects.
• Set targets in every subject.
This summer, the reformed GCSEs in the new 9-1 • Assess and grade your work in classwork,
grading were taken by pupils in English Language, homework and in regular tests.
English Literature and maths. Over the next few
• Report on your progress in the report cards
years, the Government will continue to introduce we send home every half-term.
new GCSE courses that all pupils will complete.
These GCSE courses will have much more content This booklet explains what the new grades mean
and longer, tougher exams. They will also no longer and how you will progress through the learning
be graded using the A*-G system. Instead, a new journey in each of your subjects.
system of grading with numbers will be used.
In addition, the Government is making it harder to
achieve a ‘strong pass’ – so you will need to get more
marks to achieve the new Grade ‘5’ – which replaces
the old Grade ‘C’.New GCSEs and New Grading What grade is expected at the end of each year?
The table below shows how the new 9 - 1 grades compare with the ‘old’ A* - G grades: Based on your primary school results, progress in the previous year and overall ability level, you will be set a
challenging target for each subject at the start of the year.
New GCSE grade Old GCSE grade Notes In Year 8, you will be set a target for the end of the year.
9 A* A grade 9 is a high A*.
The chart below shows how you should progress during Year 7 and Year 8 – to achieve success in your
8 A*/A A grade 8 is a low A* or high A. GCSEs.
7 A A grade 7 is a low or mid A.
End of KS2 Level (OLD) Y7 Starting Y7 Y8 ‘Old’ GCSE ‘New’ GCSE
6 B A grade 6 is a high B. Grade Target Target Target Target (Y9+)
Reading Maths R&M
5 B/C A grade 5 is a low B ort high C. This is the minimum grade for a Ave (NEW) Grade Grade
‘strong pass’.
119 113 116 4c 4a 5b Secure A* 9
4 C A grade 4 is a low or mid C.
115 111 113 3a 4b 5c A/A* 8
3 D/E A grade 3 is a D grade or high grade E.
109 109 109 3b 4c 4a Mid A 7
2 E/F A grade 2 is a low grade E or high grade F.
103 106 104.5 3c 3a 4b Low A 7
1 F/G A grade 1 is a low F or G grade.
100 103 101.5 2a 3b 4c High B 6
97 100 98.5 2b 3c 3a Secure B 6
What grade do I need in the new How will the new grading system
93 95 94 2c 2a 3b Low B 5
GCSEs? affect each year group?
87 92 89.5 1a 2b 3c High C 5
To match our country’s GCSEs with the best Last year, we are also introduced a new single
education systems in the world, the Government grading system for all pupils. The information 86 88 87 1b 2c 2a Mid C 5
has raised expectations of what counts as a ‘strong below explains how the new single grading system 85 85 85 1c 1a 2b Low C 4
pass’. In the new GCSEs: applies in Year 8.
80 80 80 - 1b 2c D 3
• A grade ‘5’ is needed to achieve a ‘pass’. Pupils How the Grading System Works in
who previously achieved a low grade ‘C’ would Year 8
only receive a Grade ‘4’ in the new system, so How will my progress be reported during the year?
this means that it will be harder for pupils to • 9-1 grades are used – the highest possible grade During the year, you will complete regular tests in each of your subjects. These tests will help the teacher to
achieve a ‘pass’ in the new GCSEs. As a result, is a Grade ‘5’. predict the grade you will achieve at the end of the year.
the number of pupils nationally who achieve a
‘strong pass’ is expected to drop. At our school, • Sub-grades a, b, c are used, so the highest At the start of each half-term, we will send a report card home. For each subject, the report card will show:
we will be working hard so that all pupils can possible grade in Year 8 is ‘5a’ and the lowest is • The target grade - this is the grade you should aim to achieve in the subject by the end of the year.
aim to achieve at least a grade ‘5’ in their GCSEs. ‘1c’.
• The predicted grade – this is the grade your teacher thinks you will achieve in the subject at the end of
• At least a grade ‘6’ is needed if you wish to study • In each subject, a target is set for the end of the the year (based on your current progress).
A Level courses after their GCSEs. For some A year.
• These grades will use the new 9-1 grading system.
Level courses, a grade ‘7’ is needed. • For each subject, the half-termly report card will
• Only the very, very brightest pupils will get a predict what the pupil will achieve at the end of
Grade ‘9’ in each subject. the year.
• At the end of Year 8, a pupil of average ability
should achieve Grade ‘3b’. A pupil achieving a
Grade ‘3b’ is on course for a Grade ‘5’ at the end
of their GCSE.
• At the end of Year 8, a pupil of high ability would
achieve Grade ‘4a’ or above.Year 8 Learning Journey in: English Mathematics Science Arabic French History Geography Computer Science Religious Education Art PE *Please note the long term plans are subject to change.
English Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (6 wks) Summer One (6 wks) Summer Two (7 wks)
Key Skills Writing: AO5, AO6 Reading: AO1, AO2, AO3, AO4 Writing: AO5, AO6 Reading: AO1, AO2, AO3, AO4 Writing: AO5, AO6 Spoken Language: AO7,
AO5 – Content AO1 – Quotations AO5 – Content AO1 – selecting information AO5 – Content AO8, AO9
AO6 – Technical accuracy AO2 – writer’s use of AO6 – Technical accuracy AO2 – writer’s use of AO6 – Technical accuracy Presentation and Q&A
+ SPaG language & structure + SPaG language & structure + SPaG
AO3 – Context AO3 – Comparison of
AO4 – Vocab writers’ ideas
AO4 – Critical analysis
Key Content Harry Potter (W) Romanticism Poetry (R) 19th century novel – Great Exam Preparation: non- Exam Preparation: non- Shakespeare – Macbeth (SL)
Expectations (W) fiction Q1-4 (R) fiction Q5 (W)
Spiritual, Moral, Social and Democracy – poetry, recognising poverty, themes in short Democracy – through extracts Democracy – Power comes from those with status
Cultural Theme (SMSC) stories The rule of law – Lower class unable to move up status The rule of the law – heir to the throne
Fundamental British Freedom of religion - poetry regardless of wealth and means, must seek revenge, Freedom of choice – Macbeth and LM choose to kill Kind
Values (FBV) downfall Pip
The rule of law – in war – through poetry Duncan
Freedom of choice – freedom of expression Freedom of choice – Choice to seek an education, or lack Freedom of thought – unapparent – they feel like they do
of, Pip’s choices as he gains wealth but the witches create thoughts
Freedom of thought – poetry and short stories
Freedom of religion – through extracts Tolerance and respect – Banquo and Macbeth’s friendship
Freedom of association – themes
Freedom of speech - through extracts suffers
Tolerance and respect – in war
Freedom of thought – GE
Social responsibility – propaganda, recognising poverty
Freedom of association – Pip, Miss Havisham and Estella
Fairness – London, people in position of power
have freedom of association, but freedom is warped.
Liberty – People in position of power
Social responsibility – To become educated
Equality for all – people in position of power
Equality for all – not apparent – lack of
Tolerance and respect – through extracts
Fairness – through extracts
Liberty – through extracts
Equality for all - through extractsEnglish Long Term Plan | Year 8 | 2017-18
Key Assessment Homework MP1: Writing Homework MP1: Reading Homework MP1: Writing Homework MP1: Reading Homework MP1: Writing - Homework MP1: Spoken
Objectives and Suggested Task - Descriptive/Narrative Task - poetry (not graded) Task -Non-fiction (not -Language practice Language Practice question Langugae - Presentation
Assessments (not graded) MP1: Reading Task - poetry graded) question (not graded) (not graded) task (not graded)
MP1: Writing Task - (not graded) MP1: Writing Task -Non- MP1: Reading -Language MP1: Writing -Language MP1: Reading practice
Descriptive/Narrative (not MP2: Reading Task - poetry fiction (not graded) practice question (not practice question (not question (not graded)
graded) (not graded) MP2: Writing Task - Non- graded) graded) MP2: Reading practice
MP2: Writing Task - End Assessment: fiction (not graded) MP2: Reading -Language MP2: Writing -Language question (not graded)
Descriptive/Narrative (not End Assessment: practice question (not practice question (not End Assessment:
Reading - Poetry based
graded) graded) graded)
question: AO1, AO2, AO3, Writing - Non-fiction Spoken Language –
End Assessment: AO4 (graded) question: AO5, AO6 End Assessment: Reading End Assessment: Writing Presentation task: AO7,
Writing - Descriptive/ (graded) Paper: AO1,, AO2, AO3, AO4 Paper: AO5, AO6 (graded) AO8, AO9 (graded)
Narrative question: AO5, (graded)
AO6 (graded)
Suggested Assessment Descriptive or Narrative Poetry based question Writing to present a English Language, Paper 2, English Language, Paper 2, Paired presentations
Writing Task viewpoint writing task Reading Section Writing Section Critical analysis of play/
Drama
Websites to help my learning: Visits to places that can help my learning:
http://www.bbc.co.uk/schools/ks3bitesize/English/ Plays – theatre
http://www.englishbiz.co.uk/ Sporting events
www.bbc.co.uk/news Libraries
http://www.channel4learning.com/support/websites/english.html
http://www.channel4learning.com/sites/waywithwords/index.htmlMathematics Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Confidence, Develop Fluency, Reason Mathematically & Problem Solving
N1Number A1 Algebra N2 Number A3 Algebra N3 Number S1 Data Handling
G1 Geometry A2 Algebra G2 Geometry N4 Number
Key Content N1 Number Properties & A1 Expressions & Equations N2 Decimals & Ratio A3 Straight-line Graphs N3 Calculating with S1 Statistics, Graphs &
Calculations A2 Real-Life Graphs G2 Lines & Angles Fractions Charts
G1 Shapes, Area & Volume N4 Percentages, Decimals &
Fractions
Spiritual, Moral, Social and Use of different number systems; Roman Numerals. Use of ratio & scale in real life; in sport, cycling; map Financial decision making, coping with less income,
Cultural Theme (SMSC) Scholars e.g. Al-Khwarizmi, Diophantus reading. Identification of 3D shapes in buildings from consequences of debt. Discussions on the use and misuse
Fundamental British different cultures. Use of symmetry in cultural and religious of data.
Values (FBV) patterns.
Key Assessment Half-term test End-of-term test Half-term test End-of-term test EOY exam Half-term test
Objectives and Suggested - N1 (Cumulative) (Cumulative) (Cumulative) (Cumulative)
Assessments
- N1, G1 & A1 - N1, G1, A1, A2 & N2 - N1, G1, A1, A2, N2 & G2 - N1, G1, A1, A2, N2, G2, A3,
N3, N4 & S1
Websites that can help my learning: Visits to places that can help my learning:
www.mymaths.co.uk Mosques
www.nrich.maths.org.uk Museum of Mathematics
www.mathsisfun.com Bletchley Park
www.vle.mathswatch.com/vle/ National Space Centre
www.youtube.co.uk (Khan Academy) Mathematics in citiesScience Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Scientific enquiry, Critical thinking Mathematical calculations Develope and improve Make judgements & draw Scientific enquiry,
techniques & procedures & data analysis experimental procedures conclusions techniques & procedures
Key Content Atoms and elements - The Periodic table - groups, Electricity & Magnetism Ecosystem processes - Metals and acids - Energy -
states of matter, bonding, periods, metals/ non- - static electricity, leaves, photosynthesis, Reactions of metals, Food, fuels, temperature,
properties, metals, Groups 1,7,& 0. circuits, current, series respiration, food chains/ displacement, extraction, radiation, energy resources,
Health and lifestyle - Adaptation & inheritance & parallel, resistance, food webs. ceramics, polymers, power, machines.
Nutrients, food tests, diet, - competition, adaptation, magnets, magnetic fields, The Earth – The composites.
Motion and pressure -
digestive system, drugs, predator/ prey relationship, electromagnets. atmosphere, sedimentary Revision
Speed, motion graphs,
alcohol, smoking. variation, natural selection, Separation techniques rocks, Metamorphic rocks,
turning forces, pressure.
extinction. - solubility, Igneous rocks, Carbon
filtration, distillation, cycle, recycling.
chromatography,
evaporation.
Spiritual, Moral, Social and SMSC – Cultural & social aspects relating to a healthy diet SMSC - Spiritual & social implication of clean water SMSC – Issues around genetics and their implications
Cultural Theme (SMSC) FBV – Freedom of choice FBV - Social responsibility, equality to all
Fundamental British
Values (FBV)
Key Assessment End of unit summative test End of unit summative test End of unit summative test End of unit summative test EOY EXAM End of unit summative test
Objectives and Suggested on on on on A mixture of different On Energy Motion and
Assessments Atoms and Elements & The periodic table and Electricity & Magnetism and Ecosystem processes and question styles, including pressure as well as all other
Health & Lifestyle. Adaptation & inheritance Separation techniques as The Earth as well as all multiple-choice questions, previous topics
as well as all other previous well as all other previous other previous topics. short answer questions,
topics. topics. calculations and extended
open-response questions
on all the topics covered.
There will be a mixture of different question styles, including multiple choice questions, short answer questions, calculations and open response questions.
Websites that can help my learning: Visits to places that can help my learning:
http://www.bbc.co.uk/education MOSI (Museum of Science and Industry)
www.s-cool.co.uk MAGNA Science Adventure Centre
http://www.docbrown.info/ks3science.htm Jodrell Bank Discovery CentreArabic Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation
Understanding of written Understanding of written Understanding of written Understanding of written Understanding of written Understanding of written
and spoken content and spoken content and spoken content and spoken content and spoken content and spoken content
Use of adjectives to Expressing opinions Production of more Expressing complex Producing extend writing
Developing oral skills in
enhance writing. and comparing both complex sentences using opinions using different using:
order to communicate
educational systems. connectives to extend languages device and • Tenses
content clearly and
them. structures. • Connectives accurately applying
• Sophisticated grammar and language
vocabulary structures.
Key Content Myself, Family & Home – School Festivals Shopping Hobbies & Sport Weather
extended
Spiritual, Moral, Social and Community life in and outside family. Values of solidarity Discovering festivals in the Arab world Community cohesion, living together
Cultural Theme (SMSC) within family and community. Cultural differences Typical Arab markets Values of respect and tolerance through sports
Fundamental British between Arab and British education system. Preserving environment through avoiding wasting
Values (FBV) (consuming responsibly)
Key Assessment Listening and Writing Listening and Writing EOY exam Speaking
Objectives and Suggested understanding • A choice of questions understanding • A choice of questions Listening and • Pupils will be assessed
Assessments • Multiple-response and at both tiers that • Multiple-response and at both tiers that understanding through 3 tasks: a role
short encourage spontaneity short answer open- encourage spontaneity The exam will follow the play,
• answer open-response and creativity response questions and creativity model of Autumn 1 • questions based on a
questions • 3 open-response tasks • Questions set and • 3 open-response tasks Reading and understanding picture stimulus, and a
(includes 1 cross-over responded to in English (includes 1 cross-over The exam will follow the conversation.
• Questions set and
task) and 1 translation. task) and 1 translation. model of Autumn 1
responded to in English Reading and • Mark schemes reward
understanding Writing candidates for their
Reading and
• Multiple-response and The exam will follow the ability to produce
understanding
short answer open- model of Autumn 2 unrehearsed and
• Multiple-response and
short answer open- response questions spontaneous answers.
response questions • Three questions set in
• Three questions set in the target language*,
the target language*, requiring multiple-
requiring multiple- choice or one-word
choice or one-word responses
responses • A short translation
• A short translation • Engaging and age-
• Engaging and age- relevant texts set in the
relevant texts set in the culture of the target
culture of the target language country.
language country.
Websites that can help my learning: Visits to places that can help my learning:
https://www.memrise.com/ Trip to MoroccoFrench Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation Vocabulary memorisation
Understanding of written Understanding of written Understanding of written Understanding of written Understanding of written Understanding of written
and spoken content and spoken content and spoken content and spoken content and spoken content and spoken content
Use of adjectives and Producing extend writing Production of more Expressing complex Producing extend writing Developing oral skills in
extended opinions to using: complex sentences using opinions using different using: order to communicate
enhance writing. • Tenses connectives to extend languages device and • Tenses content clearly and
• Connectives them. structures • Connectives accurately applying
grammar and language
• Sophisticated • Sophisticated
structures
vocabulary vocabulary
Key Content Life at school/college Travel and tourism Education post-16 Social issues Marriage/partnership Technology in everyday life
Healthy/unhealthy living • Social media
• Mobile technology
Spiritual, Moral, Social and Community life in and outside family. Values of solidarity Cultural differences between French and British education Community cohesion, living together
Cultural Theme (SMSC) within family and community. system Values of respect and tolerance. Wise use of technology
Fundamental British Tolerance and respect; Fairness; Liberty; social
Values (FBV) responsibility; and equality for all
Key Assessment Reading and Listening Writing Reading and Listening Writing EOY exam Speaking
Objectives and Suggested Reading: Question 1 – message Reading: Question 1 – message Reading and Listening / The format is the same at
Assessments (pupil produces four (pupil produces four Writing Foundation Tier and Higher
Section A – Questions in Section A – Questions in
English, to be answered in sentences in response to a English, to be answered in sentences in response to a TBC Tier, but with different
English or non-verbally photo) English or non-verbally photo) stimulus questions for the
It will be a combination of
Question 2 – short passage Question 2 – short passage Photo card and different
Section B – Questions in Section B – Questions in a Reading / Listening paper
(pupil writes a piece of (pupil writes a piece of stimulus materials for the
French, to be answered in French, to be answered in and a Writing paper.
continuous text in response continuous text in response Role-play.
French or non-verbally French or non-verbally Reading and Listening
to four brief bullet points, to four brief bullet points, The timings are different
Section C – Translation Section C – Translation paper to follow the same
approximately 40 words in approximately 40 words in too:
from French into English (a from French into English (a format as in AUT 1 and SP 2.
total) total) • Role-play – (1 minutes)
minimum of 15) minimum of 15) Writing paper to follow the
Question 3 – translation Question 3 – translation • Photo card – (1 minutes)
Listening: Listening: same format as in AUT 1
from English into French from English into French • General conversation (3
Section A – Questions in Section A – Questions in and SP 2.
(minimum 35 words) (minimum 35 words) minutes)
English, to be answered in English, to be answered in
Question 4 – structured Question 4 – structured
English or non-verbally English or non-verbally
writing task (pupil responds writing task (pupil responds
Section B – Questions in to four compulsory detailed Section B – Questions in to four compulsory detailed
French, to be answered in bullet points, producing French, to be answered in bullet points, producing
French or non-verbally approximately 90 words French or non-verbally approximately 90 words
in total) – there is a choice in total) – there is a choice
from two questions from two questions
Websites that can help my learning: Visits to places that can help my learning:
http://www.bbc.co.uk/schools/gcsebitesize/french/ Alliance Française at the French Embassy
http://www.linguascope.com Trip to France
https://www.memrise.com/History Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Change and continuity Causation Causation Interpretations of an Source Analysis Change and continuity
Source utility Change and continuity Interpretations of an historical event Source utility Measuring Significance
historical figure Key features of a historical
Key features of a historical event
event
Key Content The Triangular Trade The Industrial Revolution WWI Suffragettes and Interwar 20th Century: WWII 20th Century: Holocaust
Years and Civil Rights
Spiritual, Moral, Social and Freedom of choice Democracy and the rule of Law Freedom of Choice
Cultural Theme (SMSC) Tolerance and respect Tolerance and Respect
Fundamental British
Values (FBV)
Key Assessment AO3: Source Evaluation AO2: Causation or AO4: Interpretation AO4: Interpretations EOY exam AO3: Source utility
Objectives and Suggested AO1: Key Features of an Significance Essay question examining A03: Source Evaluation How useful is Source A to
Assessments event/ period Essay question testing knowledge of how and why a historian investigating…?
Essay question examining
Series of questions testing pupil knowledge of causes/ interpretations of people knowledge of how and why (8)
knowledge of slave trade in consequences of the change over time interpretations of events
17th & 18th Centuries Industrial revolution change over time
&
How useful is Source A to a
historian investigating…?
(8)
Websites that can help my learning: Visits to places that can help my learning:
Holocaust KS3 educational sites: http://www.bbc.co.uk/bitesize/ks3/history/20th_century/holocaust/revision/1/ International Slavery and Maritime Museum- Liverpool
http://www.theholocaustexplained.org/?gclid=EAIaIQobChMIyNuLo56B1gIVzr_tCh1cBQjAEAMYASAAEgJAwvD_BwE Harris Museum Preston
BBC Bitesize History KS3: http://www.bbc.co.uk/education/subjects/zk26n39 Lancashire Infantry Museum, Fulwood Barracks, Preston
School History: https://schoolhistory.co.uk/ Auschwitz-Birkenau- Poland
History Learning Site: http://www.historylearningsite.co.ukGeography Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Concepts 1.1 Place 1.1 Place 1.1 Place 1.1 Place 1.1 Place 1.1 Place
1.2 Space 1.2 Space 1.2 Space 1.2 Space 1.2 Space 1.2 Space
1.3 Scale 1.3 Scale 1.3 Scale 1.3 Scale 1.3 Scale 1.3 Scale
1.4 Interdependence 1.4 Interdependence 1.4 Interdependence 1.4 Interdependence 1.4 Interdependence 1.4 Interdependence
1.5 Physical and human 1.5 Physical and human 1.5 Physical and human 1.5 Physical and human 1.5 Physical and human 1.5 Physical and human
processes processes processes processes processes processes
1.6 Environmental 1.6 Environmental 1.6 Environmental 1.6 Environmental 1.6 Environmental 1.6 Environmental
interaction and sustainable interaction and sustainable interaction and sustainable interaction and sustainable interaction and sustainable interaction and sustainable
Development Development Development Development Development Development
1.7 Cultural understanding 1.7 Cultural understanding 1.7 Cultural understanding 1.7 Cultural understanding
& diversity & diversity & diversity & diversity
Themes Population Weather and Climate Coast Restless Planet Tropical Rainforest Brazil
Speaking And Listening Use of Standard English Discussion Presentation
Whole School Focus
Spiritual, Moral, Social And People on Earth, power of the natural Power of the natural, Life in extreme environments Sustainability, Different cultures, Ethics and trade
Cultural Theme (SMSC)
Key Assessment Assessment will be end of Assessment and app End of unit test Assessment will be end of EOY exam Project based assessment
Objectives and Suggested unit test. feedback. unit test. with clear success criteria.
Assessments APP feedback APP feedback Enquiry.
Websites that can help my learning: Visits to places that can help my learning:
www.geography.learnontheinternet.co.uk/ks3/index.html Formby Sand Dunes
www.georesources.co.uk
www.bbc.co.uk/schools/bitesize/geography/Computer Science Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills • Computational Logic • Programming • Computer Memory and • Computer Hardware • Programming Project
• Algorithms Techniques Storage • Computer Software
• Data Representation • Moral, Legal, Cultural &
Environmental Concerns
Key Content • boolean logic • variables • primary storage • components of a • Identify and use • Pathway 1: GCSE
• boolean operators • input, output and • secondary storage computer variables, operators, • Pathway 2: BTEC
storage of data • internal components of inputs, outputs and
• arithmetic operations • moral issues
a computer and their assignments
• computational thinking • sequence • legal issues
function • Understand and
• binary/denary numbers • selection • environmental issues
• peripherals and their use the three basic
• flow charts • iteration • open source and programming constructs
function
• operators propriety software used to control the flow
• operating systems
• comments • computer science or a program (sequence,
• system software selection, iteration)
• units of computer legislation
• types of utility software • understand and
memory
in different contexts use basic string
• data structure and data manipulation
• types of application
compression
software in different • use different types of
contexts data (integer, boolean,
real numbers, text,
character and string)
• define and use arrays
as appropriate when
solving problems
Spiritual, Moral, Social And By challenging the pupils to use their intelligence and Pupils consider the environmental and ethical impact of Pupils are taught to complete socially acceptable and
Cultural Theme (SMSC) knowledge of Computing, pupils are given a variety of technology. approved work which may be seen as the norm for most
Fundamental British lessons that focus on breaking down problems and finding employers.
Values (FBV) solutions that focus on programming an algorithms.
Key Assessment AO2 AO2 AO1 AO1 AO3
Objectives and Suggested Baseline assesment Paper2 test 2 Paper1 test 2 Paper1 test 1 Programming Project
Assessments
Paper2 test 1
Websites that can help my learning: Visits to places that can help my learning:
https://www.khanacademy.org Bletchley Park (Milton Keynes)
https://www.codecademy.com The National Museum of Computing (Milton Keynes)
https://codecombat.com Centre for Computing History (Cambridge)
Museum of Science and Industry (ManchesterReligious Studies Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Describe and explain Describe and explain the Describe and explain the Compare and Contrast Express personal reflections Express personal reflections
religious belief and practice. significance and impact significance and impact religious belief and practice. and critical responses to and critical responses to
of different ways of life of different ways of life Analyse how different questions and teachings questions and teachings
and ways of expressing and ways of expressing beliefs, teachings and about identity, diversity, about identity, diversity,
meaning. meaning. sources are connected to meaning and value. meaning and value.
Make links between Make links between believers’ lives.
different beliefs, teachings, different beliefs, teachings,
and sources. and sources.
Evaluate aspects of religion
and belief including their
significance and influence.
Key Content Places of Worship Rites of Passage Rites of Passage Religious Festivals Revision and Gap Fill Prejudice and
How do believers express How do believers express How do believers express How do believers express Prejudice and Discrimination
faith? faith? faith? faith? Discrimination
Spiritual, Moral, Social and Exploring World Religions Exploring World Religions Freedom of Religion and Expression
Cultural Theme (SMSC) Equality for all Equality for all Moral and Social Responsibilities
Fundamental British
Tolerance and Respect Tolerance and Respect Equality for all
Values (FBV)
Tolerance and Respect
Key Assessment AT 1 Learning about AT 1 Learning about AT 1 Learning about AT 1 Learning about EOY Exam AT 1 Learning about
Objectives and Suggested religion & AT 2 Learning religion & AT 2 Learning religion & AT 2 Learning religion & AT 2 Learning religion & AT 2 Learning
Assessments from religion. from religion. from religion. from religion. from religion.
Each five-part question is Each five-part question is Each five-part question is Each five-part question is Each five-part question is
worth 24 marks, with 12 worth 24 marks, with 12 worth 24 marks, with 12 worth 24 marks, with 12 worth 24 marks, with 12
marks for AO1 and 12 marks marks for AO1 and 12 marks marks for AO1 and 12 marks marks for AO1 and 12 marks marks for AO1 and 12 marks
for AO2. for AO2. for AO2. for AO2. for AO2.
Websites that can help my learning: Visits to places that can help my learning:
http://www.bbc.co.uk/education/subjects/zh3rkqt Places of Worship
https://www.truetube.co.uk/ My community and other religious communities
http://request.org.uk/
https://goffsrs.com/
http://www.tutor2u.net/religious-studies/blog/gcse-revision-quizzes-for-religious-studiesPSHE Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Understanding and Understanding how the Assessing and Managing Assessing and managing Respecting equality and Understanding and
assessing different methods British Economy works and risks to health. risk. being a productive member managing physical and
of governance. how financial choices can Recognising and managing Identifying and accessing of a diverse community. emotional changes.
affect oneself and others. emotions. help, advice and support. Making informed choices
about health and wellbeing.
Key Content School Council The British Economy Emotional Well being New Media including Social Different People Growing Up
Politics Media
Spiritual, Moral, Social And Demonstrates what it means to be an ethical consumer. Recognise the importance of understanding different types Be aware of organisations that promote safety of young
Cultural Theme (SMSC) Discuss spiritual guidance on debt and money of emotions. people.
Fundamental British management. Developing an attitude of resilience. Taking action to promote an organisation.
Values (FBV)
Become more aware ethical issues surrounding interest Using spiritual guidance to better deal with emotional Tolerance & respect; The Rule of the Law; Liberty; Fairness,
rates. issues. Freedom of Association; Democracy, Social Responsibility;
Tolerance & respect; Liberty; Fairness, Freedom of Recognise the cultural impact of the role of the media and Rule of Law; Fairness.
Association; Social Responsibility; Rule of Law. New Media.
Tolerance & respect; Freedom of speech; Liberty; Fairness;
Social Responsibility.
Key Assessment Short and extended Test on how the British Role Play on the importance Case study: social media Group role play on the Response to a problem
Objectives and Suggested answers on politics Economy works. of understanding emotions good or bad debate importance of getting on page entry on the issue of
Assessments with different people change.
Websites that can help my learning: Visits to places that can help my learning:
www.bbc.co.uk/news, www.nhs.uk/ Outreach visit from Education Parliament
www.childline.org.uk, www.parliament.uk/education Local Community Link CentreArt Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills • Pattern work • Planning • Drawing skills • 3D work • Painting • Intricate knot work
• Mark making • Understanding of • Illustration • Painting • Composition • Planning
• Colour work symbols. • Story telling • Dexterity • Colour blending • Pencil
• 3D mask construction • Pattern work • Literacy • Measurements • Chalk and charcoal • Tone
• Painting • Tonal work • Colour blending
Key Content • African Masks • Native America • Ancient Greek • Ancient Egypt • Prehistoric art • Celtic Knots
• How to create masks • Pupils will learn that • Observational drawing • Cardboard relief of • Animals drawn in a • Pupils will design their
using a range of Native Americans used • Pupils will be provided Egyptian hieroglyphs simplified way. own illuminated letter
materials. totem poles to tell with Greek myths and and imagery. • Colour blending and using Celtic knots and
• Pupils will be provided people information legends which they will composition of work in patters to decorate and
with examples of shapes about their families. illustrate. the style of cave artists. add detail to it.
and marks and will use • Story telling.
these to decorate their
masks
Spiritual, Moral, Social And Pupils will learn about the Plank masks of Burkina Faso, Trip to Liverpool world museum. Pupils will look at how past art told stories of our past.
Cultural Theme (SMSC) what they represent and how they were made. Pupils will expand their knowledge and understanding of Pupils will study examples of British metalwork and will
Fundamental British Pupils will identify qualities in their own families e.g. power, different cultures and artwork. discuss who would own such pieces and why.
Values (FBV) knowledge, caring etc to create totem poles that represent
them.
Key Assessment Homework to research Homework to explain What Homework to research Homework to write EOY exam Homework to complete a
Objectives and Suggested different types of masks animal represents them and Greek mythology and find a message to me in Demonstration of skills sheet copying a series of
Assessments and explain what they were why. images for their favourite Hieroglyphics. learnt and cultures studied. Celtic knots.
used for. Annotation/researching story. Annotation/researching Ongoing sketchbook
Homework to complete a
Annotation/researching cultures. Annotation/researching cultures. revision sheet. assessment and feedback.
cultures. Ongoing sketchbook cultures. Ongoing sketchbook Assessed final piece – Pencil
Assessed final piece of
Ongoing sketchbook assessment and feedback. Ongoing sketchbook assessment and feedback. work – prepared sheet and drawing of their illuminated
assessment and feedback. Assessed final piece – Large assessment and feedback. Assessed final piece – Card painted work in the style of initials.
Assessed final piece – 3D drawing or painting of their Assessed final piece – relief of Egyptian image. prehistoric artists.
sculpture, plank mask, final totem pole design Detailed drawing of a
painted. mythical creature.
Websites that can help my learning: Visits to places that can help my learning:
https://www.youtube.com/watch?v=MNIv6Edc1eI Liverpool Word MuseumPE Long Term Plan | Year 8 | 2017-18
Autumn One (8 wks) Autumn Two (7 wks) Spring One (5 wks) Spring Two (5 wks) Summer One (7 wks) Summer Two (7 wks)
Key Skills Learn to Outwit – Learn to Outwit - Learn to be Healthy – Net/wall games Net/wall games Competence
Competence Competence Healthy, active lifestyles
Key Content Football Basketball Health Related Fitness Table Tennis Badminton Cricket
Themes Competitive Team Sports Competitive Team Sports Exercise for Living An introduction to new Lifelong participation Striking & Fielding
(Invasion) (Invasion) activities
Spiritual, Moral, Social And Developing a sense of enjoyment and fascination in The ability to recognise the difference between right and Understanding the consequences of your actions.
Cultural Theme (SMSC) learning about themselves, others and the world around wrong and your readiness to apply this understanding in
Fundamental British them. your own lives.
Values (FBV)
Key Assessment Assessment Focus: Assessment Focus: Assessment Focus: Assessment Focus: Assessment Focus: Using Assessment focus: Sending
Objectives and Suggested Keeping possession Outwitting your opponent Plan a Health & Fitness Introduction to the basic a range of shots to outwit and receiving skills using
Assessments programme for personal strokes in table tennis of your opponent. implements and without.
use. push and drive.
Websites that can help my learning: Visits to places that can help my learning:
www.bbc.co.uk/sportacademy Sports Stadiums
www.skysports.com Professional Sporting Events
www.sportengland.org Sports Museums
www.thefa.com
www.ecb.co.uk
www.london2012.comEden Boys’ School, Preston Universal House, Adelaide Street, Preston,PR1 4BD Tel: 01772 926000 Email: info@edenboyspreston.tetrust.org www.edenboyspreston.com
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