WEST HATCH HIGH SCHOOL Key Stage 3 Course Outlines Year 8

Transcription

WEST HATCH HIGH SCHOOL
THE BEST THAT I CAN BE
Key Stage 3
Course Outlines
Year 8
2014/15
Year Group: 8
Subject:
Key stage 3
ART AND DESIGN
Aims of the course
To develop students knowledge, skills and understanding of art and design through
practical work and looking at the work of other artists to enrich their own.
Still Life Painting Project autumn term. Accurate observation, construction techniques
and graduation of tone to produce realistic still life drawings of objects on a
tablecloth. After looking at the work of Cézanne these are enlarged to produce a still
life painting. Cubist Portrait Project, spring term. Pupils produce a self-portrait
drawing from observation. After looking at cubism and the work of Picasso, they
develop their own designs. The most successful idea will then be enlarged using oil
pastels. Printing Project, summer term. Pupils explore and develop ideas based on
designs from different times and cultures. A final design is produced in colour using a
printing process.
Programme of study by half term for 2014/15
Autumn Term: 1a
Still Life Painting Project
Drawing, colour pencils and painting.
Autumn Term 1b
Still Life Painting Project
Drawing, colour pencils and painting.
Assessment
By outcome: This is ongoing with a final
level given at the end of the project.
Spring term 2a
Cubist Portrait Project
Drawing and Oil Pastels.
Assessment
Spring term 2b
Cubist Portrait Project
Drawing and Oil Pastels.
Assessment
Summer term 3a
Printing Project
Expressive heads, cultural patterns, lino.
Assessment
Summer term 3b
Printing Project
Expressive heads, cultural patterns, lino.
Assessment
Assessment
Homework that will be set (general)
A list of homework tasks for the year is provided in the front page of pupil’s
sketchbooks. This list is also printed in pupil’s homework diaries. A homework task
will usually be set every three weeks taking approximately two hours and it is
expected that pupils will complete these to the best of their ability.
Extra Curricular activities available
Opportunities are available for pupils to attend during lunchtime to develop their
skills
Support available
The projects are made accessible to all pupils and differentiation is mainly by
outcome, some pupils may need more help or extension activities.
Groupings or setting
All groups are mixed ability.
What parents can do to help
Parents can check homework diaries and sketchbooks to ensure homework has
been completed to the best of their child’s ability and deadlines are met.
Member of staff to contact if you have any queries:
Mr G Hanley
Head of Art and Design
Year Group: 8
Key stage 3
1hour per week
Subject:
Computer Science & Digital Literacy
The KS3 Curriculum is broken down into two strands: Digital Literacy & Computer Science.
Each strand is broken down in a set of modules. These modules will be taught in parallel
or overlap at some point throughout the year.
Aims of the course
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To provide a foundation for students to develop skills in using logic and computational thinking to
solve a range of problems
To recognise the range of application of computer science societal and personal
To provide a foundation develop technical knowledge of how computer systems work.
Develop Digital literacy evaluating digital content and its impact on society
Develop, use and share digital content demonstrating safe, ethical and responsible use
To develop skills in effective collaboration and independent learning.
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Programme of study for 2014/15
Computer Science
Year
8
8
8
Module
1
2
3
8
4
8
5
Lesson Objectives
Understanding Computers
Describe a computer System - Input Process Output. Explain
the function of the CPU – in the context of the fetch execution
cycle. Identify and describe the main external components of
a computer system. Identify and describe the main internal
components of a computer system. Classify components as
input, process, output or storage device. Compare different
input and output devices
How data is represented in computers
Reinforce binary number system. Introduction to ASCII Represent text as binary such as writing names in binary or
decoding secret messages. Introduce simple data structure –
arrays and list. Compare and contrast simples data structure
highlighting their uses
Communication between computers
Reinforce Network – For example the internet. Identify basic
components of a network. Identify safety issues with networks
and basic Describe what is HTML and why it is the language
of the internet – Create a basic webpage using HTML
Programming
Reinforce Algorithms – Describe and analyse a sequence of
instruction for example a character’s behaviour in a video
game. Introduce 2 different types of algorithm (e.g. search
and sort). Evaluate ways that different algorithm may be used
to solve the same problem. Create/Design an algorithm to
solve a problem (Flow chart). Combine instructions to create
a game in scratch. Test & Pick out errors in algorithm then
Evaluate. Introduction to Programming language – VB or
Python. Introduction to the basic structure of programming
(functions, parameter, statement, variable, data type).
Introduce the 3 basic constructs that controls how a program
is executed (Sequence, Selection –IF, Iteration (loop). Write a
basic Program using Python or VB
Security/Ethics/Computer in the Wider Context
Term
Autumn 1
Autumn 2
Autumn 2
Spring 1
Autumn 1
8
8
8
6
7
8
Introduction to copyright, cryptography, privacy & ethical use
of computer systems in build up for Digital creativity,
networking, collaboration and Programming modules
Digital Creativity
Create a radio advert associated with a TV advert. Review
graphics product such as fashion magazine and use
Photoshop airbrushing techniques to enhance graphics
Evaluate the appropriateness of using computer technology
for airbrushing
Modelling
Analyse how computer models can help represent real world
scenarios and evaluate their limitations. Use Google Sketchup to produce 3D models
Collaboration
Students work as a team to plan and design and implement a
computer product either (website, Magazine, movie, game or
blog). Consider copyright, ethical use of ICT
Note: this is taught
before Module 1
Spring 2
Summer 1
Summer 2
Internet Based Research, Workbook Activities; Consolidation of classwork Group
work, Independent extension activities, Extension worksheets, blog updates
(peer support). Students may also be set from YACA PACA
Skills Club (Flash/ Fireworks Animation, Website design, Movies,) TBC
Coding Club TBC
Assessment
End of Module Tests, Peer assessment and group presentation
Summer Functional Skills Test
Support available
All subject teachers. LSA Support
www.teach-ict.com for revision on all units at KS3
Students’ blog for students – To be set up and maintained by students
In year 7 & 8, students are taught in the same groups as they are in for
maths. Year 9s are taught in form groups.
Download Scratch. Game Maker, Google sketch up and audacity on home computer
Buy a memory stick for student – you will need Windows 7 at home
Encourage their child to use computer at home to practice skills learnt in lessons or come
to IT club. Help their child with homework where possible. Encourage their child to
complete all homework. Where possible purchase computer science workbook for their
child
Key Stage 3 – Ms S Davis [email protected]
Head of Department – Mrs S Chamberlain [email protected]
Year Group: 8
Key stage 3
Subject: DESIGN & TECHNOLOGY - FOOD AND TEXTILES
Aims of the course
Design and Technology is an inspiring, rigorous and practical subject. Using creativity
and imagination pupils will design and make products that solve real and relevant
problems within a variety of contexts, considering their own and others’ needs, wants
and values. Pupils will acquire a broad range of subject knowledge and draw on other
subjects such as mathematics, science, computing and art. They will learn how to
take risks, becoming resourceful, innovative, enterprising and capable citizens.
In addition, pupils will learn how to cook and apply the principles of nutrition and
healthy eating. Learning how to cook is a crucial life skill that enables the pupils to
feed themselves and others affordably and well, now and in later life.
Pupils will work for approximately 19 weeks in Food Technology before changing to work in
Textiles Technology for the remainder of the year or vice versa.
Autumn Term: 1a
Autumn Term 1b
Food:
Healthy eating
Revising working safely, food safety, use of equipment,
weighing & measuring
Combining ingredients to make food products – sauce
making and vegetable preparation
Food:
Combining Ingredients to make food products.
Cookery skills: all-in-one method and rolling out pastry to
make a batch of Pastry cakes.
Assessment 1
Assessment 2
Making of a food product
Evaluation work relating to a made food product
Spring term 2a
Spring term 2b
Food:
Design and Make Task: Pasta and sauces
Textiles:
Fabric construction. Revise the use of the sewing
machine and textiles equipment.
Design & Make Task – Device Holder.
Assessment 3
Assessment 4
End of Year Food Exam
Design & Make Task – Design Ideas for Device Holder
Summer term 3a
Summer term 3b
Textiles:
Design and Make Task: a Cushion Cover
Textiles:
Design and Make Task: a cushion cover
Assessment 5
Assessment
Making of Cushion Cover
End of Year Exams
Homework will in most cases reinforce the content of the lesson so that students are
secure with the concepts delivered. In some cases home works may be set as a
research task or preparation for the future lessons.
Opportunities are available for pupils to attend during lunchtime to develop their
textiles skills.
Taking part in activities during Design and Technology Week.
The Alternative Fashion Show
Support available
In some cases following consultation with the school in class support is provided and
in all cases work is differentiated to meet the needs of the individual
All groups are mixed ability and team-working activities within the lessons are also
designed to reflect this way of working
Parents can check their child’s homework diaries and books to ensure homework has been
completed. Pupils should be encouraged to prepare their own ingredients prior to a food
practical lesson. Please encourage your child to develop cooking skills at home and be
prepared to taste your child’s food products and provide them with feedback. When starting
design projects encourage your child to visit a range of shops, galleries and museums, etc
to gain first hand knowledge of existing products. Watch television programmes such as
‘Fashion Catwalk’, ‘Masterchef’, and cookery shows starring chefs such as Jamie Oliver.
Mrs H Barnard / Miss N Hussain
Year Group: 8
Key stage 3
Subject: DESIGN & TECHNOLOGY : RESISTANT MATERIALS
Aims of the course
Design and Technology is an inspiring, rigorous and practical subject. Using
creativity and imagination pupils will design and make products that solve real and
relevant problems within a variety of contexts, considering their own and others’
needs, wants and values. Pupils will acquire a broad range of subject knowledge and
draw on other subjects such as mathematics, science, computing and art. They will
learn how to take risks, becoming resourceful, innovative, enterprising and capable
citizens.
Autumn Term: 1a
Subject Introduction - Making skills and
Health and safety.
Desktop Tidy project research into plastic
products and processes
Assessment
Analysis based assessment
Spring term 2a
Desktop tidy Making - making processes
Desktop tidy evaluation
Autumn Term 1b
Desktop Tidy designing and planning Plastic elements and processes.
Assessment
Making based assessment
Assessment
Evaluation based assessment
Summer term 3a
Pewter Casting Planning
Pewter Casting Making
Assessment
Completed product assessment
Summer term 3b
Pewter Casting Evaluating
End of year examination
Assessment
End of Year Exam
Assessment
Design based assessment
Spring term 2b
Pewter Casting project
Research & Designing jewellery based
product.
The assessments cover the five different areas of design and technology - Research,
Design, Planning, Making and Evaluation. Therefore, there can be some variation of the
grade achieved by pupils in different areas even if they are making good progress within
the subject.
Homework will be set regularly to reinforce the teaching and learning during the
five stages of the design process, that of Research, Designing, Planning, Making
and Evaluating.
During the making of products students will be expected to attend extra curricular
sessions if their work falls behind for any reason. Staff are on hand at any point
during the school day for any questions or queries.
Support available
Support is available for students following consultation with learning managers and
SEN Department, also work is differentiated for individual students to suit their
learning
All groups are mixed ability within the structure of the school strands.
Provide your son/daughter a quiet place to do homework
Show interest in what work they are doing, ask to see their design work and their
finished products. Every product is theirs and will be taken home.
Contact the department without hesitation if you have concerns.
Read through the assessment criteria for each area and help your son/daughter
understand how to achieve and progress.
Mr J Limon
Mr L Taylor
Year Group
8
Key stage 3
Subject Drama
Aims of the course
To enable students to:  Develop the ability to use a range of skills and techniques to structure a drama
 Deepen their understanding of how space, movement and voice communicate
meaning
 Work constructively and creatively alone and with all other members of the
class, consolidating the ability to negotiate, make decisions, select and apply a
range of techniques and structures as part of a group
 Understand and apply the skills required for effective improvisation
 Use a range of approaches to create credible characterisations, varying
vocabulary and body language for effective performance
 Extend their use of subject specific vocabulary
 Discuss and analyse the issues and themes involved in their work, showing an
awareness of their own experience and that of others
 Develop their ability to reflect upon and respond constructively and sensitively
to their own work and that of others in the class
Autumn Term: 1a
Superheroes
 Exploring the genre of Superheroes in
the Film Industry
 Developing use of Still Image, Role on
the Wall,
 Looking at physical expression
contrasting the ‘real’ with the
‘superhero,
Autumn Term 1b
Black History Month
Using extracts from Benjamin Zephaniah’s Refugee
Boy
 Interpreting text, through still image,
language, in role writing
 Exploring other peoples life experiences,
refugees, unaccompanied minors
 Introduction of basic stage fight
techniques “reaction not action “!
Assessment - Progress is traced
through observation of practical work and
Drama journal entries.
Self, peer and teacher assessment
recorded at end of unit and new targets set.
through observation of practical work.
recorded at end of unit and new targets set
Assessment of basic stage combat
sequence.
Spring term 2a
Spring term 2b
Status/ A Day Off
 Examine status through games,
simulations and texts
 How status effects performance
 Role-play, accepting/blocking.
 Use drama to explore causes and
consequences of truancy
 Introduce multi-roling and split screen
techniques
Ribbon of Silver
Using the vehicle of an alienated child at
school students will…
 explore the complex relationship
between human beings and the modern
world we live in
 work collectively to transform a given
fictional world developing skills to listen,
negotiate, communicate, challenge and
support others.
 Develop working in role
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Summer term 3a
Radio Play
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Explore a range of new drama
Develop vocal technique
Explore characterisation through voice
Develop use of sound effects
Technical aspects of recording
Microphone technique
Summer term 3b
Melodrama/Sweeney Todd
 Exploration of Genre
 Victorian Theatre Stock characters,
stereotyping
 Use of heightened language, gesture,
and movement.
 Creating atmosphere and tension
 Practical exploration of extracts from
‘Sweeney Todd’
 Use of props, costumes to enhance work
 Create a final performance piece based
on Sweeny Todd
Assessment -
Teacher selected groups are assessed
throughout devising process and their
Final Performance for end of year grade
Every week students complete their Drama Journal entry.
There will other tasks set when required e.g. research, find a prop or
costume item, learn lines etc
Lower School Drama Club
School Shakespeare
School Production
Trinity Drama Awards
Support available
For students needing help with their homework we are available after
school on a Wednesday.
All Drama classes are taught in mixed ability groups
Talk to your son or daughter about their work in Drama. Encourage them
to identify the skills they are developing – Concentration, Teamwork,
Confidence etc
Try to expose them to a variety of different dramas, whether this is on
television, at the cinema or, if possible at the theatre.
Ms Pavelkova
Head of Performing Arts
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Year Group:
8
Key stage 3
Subject: ENGLISH
Aims of the course
In Year 8 the curriculum is developed to:
Build on the skills and knowledge introduced in Year 7.
Develop reading skills, particularly deduction, inference and information retrieval.
Build confidence and ability in speaking and listening skills.
Develop writing ability, particularly essay skills and more formal styles.
Work is assessed using the National Curriculum Levels which are broken down into
thirds, using a, b and c.
The Assessment Foci are employed to ensure that all aspects of the curriculum are
addressed.
Autumn Term: 1a
Autumn Term 1b
Crime and detective fiction- explore and A Christmas Carol the study of dramatic
analyse a range of fiction and non-fiction text- techniques looking at character, action and
focussing on deduction and inference.
narrative.
Assessment The students will write a script Assessment
An essay that explores the
in the style of Crime and Detective fiction. techniques of the writer. Writing AF2, AF3,
Writing AF2, AF7, AF1. Reading AF1, AF3, AF4. Reading AF2, AF3, AF5.
AF7.
Spring term 2a
Spring term 2b
This half term has two strands starting with
Chaucer and an exploration of his work,
language and cultural context and progressing
to Ballads- a unit of work exploring a range of
texts from both pre- and post 1900. Analysing
the structure and conventions of this form of
poems.
Assessment The students will write a letter
to the pardoner from The Pardoner’s Tale.
Writing AF2, AF4, AF7. Reading AF1, AF2,
AF7.
Romeo and Juliet the study of dramatic
techniques looking at character, action and
narrative. The students will also analyse the
Baz Lurhamann film version of Romeo and
Juliet and consider compare the play to it.
Summer term 3a
Summer term 3b
Assessment A comparative essay on the
play and the film. Writing AF2, AF4, AF7.
Reading AF2, AF5, AF6.
WW1 Poetry the students will explore a variety Non-Fiction Texts building on Non Fiction text
of WW1 poetry and consider the codes and skills. The students explore a variety of media
conventions of the poems.
texts and techniques, looking at format,
language and style.
Assessment Comparative essay on two Assessment The students will write an
WW1 poems. Writing AF2, AF4, AF6. Reading informative leaflet. Writing AF2, AF3, AF5.
AF2, AF3, AF4.
Reading AF1, AF2, AF3.
In addition to reading, written, research-based or consolidation of skills homework,
pupils will be set a half termly project to develop their independent learning and thinking
skills.
Shooting Stars’ - students are given opportunities to write for the school newsletter
‘Literacy Plus’ - a club aimed at supporting students in improving their literacy
Fashion Journalism club
Breakfast Reading Club
Support available
Teaching assistants are placed in sets where needs make support essential. The
homework club is available each evening in the Library. Withdrawal support is
made for students with specific learning needs.
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Build up the number of words that your child knows, their vocabulary –
including specialist words
Talk to your child about their reading and buy books, book tokens or
magazines as a present or reward
Help your child with their homework by talking through tasks with them,
encouraging them to proof read before handing it in.
Mrs N Gill (Head of English)
Miss Menzies (Head of KS3)
Year Group 8
Key stage 3
Subject FRENCH
Aims of the course:
Pupils will study: house, festivals, poetry,TV, films, books, internet,
character, music and fashion. They will learn to use the future, conditional
and perfect tenses.
Autumn Term: 1a
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Use of internet
Films and tv
books
Future tense
-er verbs
Avoir/être
Assessment
Reading films level 5
Spring Term : 1a
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Irregular verbs, perfect tense
Asking questions
relationships
Assessment
Autumn Term 1b
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Assessment
Writing – le weekend level 5
Spring Term 1b
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Superlatives
3 tenses
food
house
festivals
Assessment
Writing Level 6
Use of 3 tenses
Discussing music tastes
Describing clothes
Assessment
Speaking – my interests Level 6
Reading – my identity level 6
Imaginary journey level 5
Summer Term : 1a
Introduction of perfect tense
Regular and irregular verbs
Summer Term 1b
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talent show
modal verbs
creativity/poetry
Assessment
Exam - Reading, writing and
listening Level 6
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Research, learning vocabulary, reading exercises and mini presentations
(written and spoken) will be set. Homework should be weekly and last
between thirty minutes and an hour. Pupils are encouraged to go onto
linguascope and atantot to practise vocabulary.
Year 8 residential trip to Normandy
Support available
Work is differentiated for pupils for different abilities.
Extension and reinforcement suggestions on the Learning Gateway.
Linguascope and atantot useful for vocab reinforcement and practice.
All students provided with ‘French Toolkit’ to aid independent learning.
Banded
Contact Head of Department or subject teacher with any queries.
Help student practice vocabulary at home.
Use the learning gateway links to websites eg. Linguascope and atantot.
Access extra materials on the Learning Gateway.
Mrs A Rodway
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Year Group: 8
Key stage
3
Subject: GEOGRAPHY
Aims of the course
The Year 8 Course is designed to build on the general knowledge and techniques
acquired in year 7. The syllabus meets some requirements of the Programme of
Study of the National Curriculum for Geography.
Autumn Term: 1a
Impossible Places
This unit looks at how human activity can
create or change places that can be
considered to be impossible to live in.
Issues studied including problems of water
supply in deserts, how plants and animals
survive, how places like Las Vegas and
Dubai can be made sustainable.
Assessment
Mojave Desert magazine article
Autumn Term 1b
Geography of My Stuff
This unit looks at where our food and
clothes come from. Issues such as child
labour in making clothes for Nike and
Gap, Fairtrade and what we can do to
reduce our carbon footprint will be studied.
Spring term 2a
Tectonic Hazards
This unit looks at causes and effects of
volcanoes and earthquakes, and how
people can try to predict, plan and
manage these natural hazards. Examples
from both the less and more developed
world are used. There are opportunities
for imaginative writing and research using
ICT skills.
Assessment
Decision making exercise in a volcanic
area
Spring term 2b
Weather Wise
This unit looks at weather and climate in
different parts of the world. Pupils will
learn about different pressure systems
and will look at weather forecasting,
including Hurricane tracking. In addition,
students will look at the microclimate of
the school grounds.
Assessment
Fiji water test
Assessment
Microclimate project
Summer term 3a & 3b
Energy Resources and the Environment
This unit looks at the different options for producing energy and how much we use in
the UK. It examines the idea of using renewable energy supplies.
Assessment
Decision making exercise
Tasks are set regularly as appropriate. Some homeworks will form part of KS3
assessment pieces of work.
Geography In the News Club - activity for nominated enthusiastic geographers.
Support available
Pupils are provided with differentiated material in order to support their learning.
Geography is taught in mixed ability groups within the bands.
Encourage use of the website and individual research using the internet. Encourage
pupils to look up the location of places in an atlas. Encourage pupils to read
newspapers/watch the news to keep up to date with current issues such as child
labour and natural disasters.
Miss Z Barrett/Miss N Lowry
Heads of Department
Year Group: 8
Subject:
Key stage 3
HISTORY
Aims of the course
To promote the use of the 5 key Historical skills of chronology, Historical
Interpretation, Historical Enquiry and Communicating about the Past through the
study of The English Civil War/The Industrial Revolution/Slavery and Civil Rights
Autumn Term: 1a
What were the causes of the English Civil
War?
Autumn Term 1b
What was it like to live in England after the
Civil War
Assessment
Essay on What were the causes of the
English Civil War
(Communicating about the Past)
Assessment
Essay on What was life like for Women in
the Century?
(Historical Interpretation)
Spring term 2a
What was life like in the Industrial
Revolution?
Spring term 2b
What was life like in the Industrial
Revolution?
Assessment
Research booklet on Children in the Mills
(Historical Enquiry)
Assessment
Which scientist made the greatest
contribution to Industrial Revolutionary
medicine
(Communicating about the Past)
Summer term 3a
Slavery in the British Empire
Summer term 3b
Civil Rights in the USA
Assessment
What was life like on the plantation
booklet (Historical Enquiry)
Assessment
Summer exam assessing all 5 skills
Various research / project work / extended written exercises / revision / .
To be confirmed
Support available
L/SA support in class
Support sheets provided to help weaker pupils – essay / templates graphic outlines for
writing
Vocabulary sheets/ thinking skills activities
Form groups – mixed ability
Ensure set homework complete – check diaries
Help with access to resources – internet / books / libraries
Ensure there is somewhere quiet to work / revise
Ms D Sterlini
Head of Humanities
Year Group
Subject:
8
Key stage 3
MATHEMATICS
Aims of the course
To offer students a varied & exciting range of mathematical activities.
To ensure students have established a good knowledge & understanding of the basic
mathematical concepts.
To develop and practise mental arithmetic skills on a regular basis.
To practise and encourage non-calculator arithmetic.
To ensure the competent use of calculators.
Programme of study by half term
All students follow the same order of topics, but they are studied at an appropriate level by
each teaching group from Level 3 up to Level 8
Autumn Term: 1a
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Working With Number
Shapes & Angles
Manipulating Algebra
Assessment
Each student will be assessed against the
level of Mathematics they are working on
Spring term 2a
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Construction & Measures
Sequences & Graphs
Perimeter, Area & Volume
Assessment
Summer term 3a
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Percentages & Ratio
Solving Equations & Inequalities
Probability
Assessment
Autumn Term 1b
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Working With Number
Representing Data
Accuracy
Assessment
Spring term 2b
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Fractions & Decimals
Averages
Transformations & Symmetry
Assessment
Summer term 3b
Revision of key topics from:
 Number
 Algebra
 Shapes & Measures
 Statistics
Assessment
Personalised ‘End of Year’ Student
Assessment
Number, Algebra, Shape space & measure AND Handling data are the 4 main strands
which relate to the ‘National Numeracy Strategy’.
Homework
Written OR ‘Mymaths’ homework via the www.MyMaths.co.uk website will be set
ONCE a week, linked to topics being taught in class.
(Details on how to logon
are on the school website AND will be given to students at start of year)
Junior Maths Challenge for most able students
Support available
Teachers available for support during lunchtimes.
Library lunch passes for students to complete ‘Mymaths’ homework
All pupils are assessed in autumn term and placed into Ability Sets 1-4.
Set movements take place throughout the year after assessment tests.
Practice mental arithmetic & basic numeracy skills.
Ensure pupil’s homework is completed on time, is presentable AND is completed to
the best of his/her ability.
Mr A. Russell - Head of Department
Mr S Hussain - KS3 Co-ordinator
Year Group: 8
Subject:
Key stage 3
MUSIC
Aims of the course
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To introduce students to further principles of music by investigating a range of
musical styles and mixed media applications of music.
Be able to critically listen to and appreciate a broad range of musical styles.
KS3 focuses on core skills namely Performance, Composition and Listening.
Cross-curricular links:
Numeracy and Literacy, Humanities through World music topics, ICT
Please note: due to equipment requirements topics might be delivered in a different order
to the stated below:
Autumn Term: 1a
Autumn Term: 1b
Blues
Assessment
 Formal and informal assessment of
class performances.
 Peer assessment of compositional
tasks.
 Teacher assessment of listening
skills.
Spring Term: 2a
Backing Tracks and Rap
Assessment
 Formative assessment of
GarageBand group project.
 Extension of listening skills through
peer assessment of completed
projects.
Latin American Music
Assessment
 Continuous teacher-led
assessment of performance and
compositional skills during practical
tasks.
 Listening skills assessed through
weekly listening tasks.
Summer Term: 3a
Music & The Media
Assessment
 Extension of research findings
(homework) through reasoning
skills.
 Formative peer assessment of
group projects.
Britpop
Assessment
 Formal and informal assessment of
group composition performances.
 Cross-curricular outcome of
research on the recording industry
in Britain.
Remix
Assessment
 Formative assessment of
GarageBand group compositional
project.
 Teacher-led summative
assessment of completed projects /
performances.
Spring Term: 2b
Summer Term: 3b
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Lesson reflections.
Assessment preparation.
Research tasks.
Additional listening exercises
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School band
Lower School Choir
Music technology club
Instrumental lessons
Support available
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LSA staff present in some classes.
Year 12 helpers can be made available.
Music staff available by appointment during lunch.
Music is taught in mixed ability groups, opportunities for development of G&T students
through promotion of leadership roles; support for SEN through differentiation by outcome,
task and support.
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Monitor and assist students with homework tasks.
Provide opportunities for students to play a musical instrument.
Make a musical instrument available for home use.
Make a computer with music software available for home use.
Mr Martin Fourie
Head of Music
Year Group:
8
Key stage 3
Subject: PHYSICAL EDUCATION
Aims of the course
To provide all pupils with an enjoyable, satisfying and balanced curriculum and the
opportunity to develop physically, socially and cognitively.
The curriculum offers a comprehensive range of activities and roles to meet the needs
of all pupils allowing them to develop skills, make and apply decisions, develop their
physical and mental capacity, evaluate and inform and make informed choices about
healthy, active lifestyles.
Pupils have 2 x 1 hour PE lessons per week. Activities covered throughout the year will
come from a minimum of two of the areas below:
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Outwitting opponents: rugby, football, netball, hockey, basketball, tennis,
rounders
Accurate replication of skills: gymnastics, swimming, personal survival
Performing at maximum levels: athletics
Exercising to improve one’s health: fitness
Exploring and communicating ideas: dance
Pupils are assessed at the end of each block of activity according to National
Curriculum Level data and also given an effort grade. Both results are recorded on our
central tracking database and also in the pupils KS3 planner.
Assessment
Pupils are assessed every 6 weeks in the two sports they are taking part in. When
the Progress Checks are completed this will represent the average grade the
pupil has achieved throughout all sports. If pupils work below their target they
will be asked to attend an extra-curricular activity e.g. Fitness/Netball club.
Homework is to practice further skills developed in lessons or to research particular
sports on the internet.
Attendance at at least one extra-curricular sports club per week is recommended.
A full and varied extra-curricular sports programme exists for all pupils in the school
and a wide range of inter-school matches are played throughout the year.
Support available
Support is available for students following consultation with learning managers and
SEN Department.
Pupils in Year 8 are grouped according to their practical ability.
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
Encourage their child to attend extra-curricular sports clubs
Ensure their child is participating in at least another hour of physical exercise
outside of their PE lessons. This is the Government’s minimum requirement.
Mrs Reid
Head of PE
Mr Flowers
Head of Boys PE
Subject:
PSHEE & Citizenship
Aims of the course
The aim of the PSHEE & Citizenship programme is to support the personal, social and
economic development of students, ensuring that they acquire the knowledge,
understanding, skills and attitudes that will enable them to make informed decisions
regarding their health, emotions, relationships, personal finance, academic study and future
careers. PSHEE & Citizenship also aims to develop their knowledge and understanding of
society and how it works, together with their rights, responsibilities and duties as a citizen of
both the community in which they live and the wider society. The programme is delivered
through focussed project based tasks delivered as part of their tutor programme, a series of
drop down days hosted by supporting agencies and guest speakers and extracurricular
activities.
Programme of study by half term for 2014-2015
Course Structure
The PSHEe & Citizenship programme runs on a five year cycle. The programme runs throughout
the academic year with learning focussed upon six key topics throughout this time. Students will
participate in a combination of group, pair and independent tasks to engage, enthuse and develop
their understanding of the topic covered. Students will work with peers of varied age and ability
levels and the planned assessments will allow students the opportunity to develop their
understanding of peer and self-assessment as well as enable opportunities for self-reflection and
communication, skills that are essential to the process of learning. PSHEe & Citizenship is a
dynamic subject that is required to adapt to the ever-changing needs of its learners and the society
in which it exists.
Autumn Term 1
Autumn Term 2
Students will work on project based activities
aimed at developing their understanding of the
following topics: Prejudice and discrimination,
Law and order, Justice, Terrorism and
Religious law.
aimed at developing their understanding of the
following topics: Capital punishment, Euthanasia,
Abortion, Human Rights and Racism
Spring Term 1
Spring Term 2
Students engage in age specific tasks that are
specifically designed to target the needs of the
age group and the ability of the students. Our
carefully designed Careers programme
focuses upon engaging all of our students in
forward and assertive thinking regarding their
futures. Our programme enables students to
gain a practical insight into the world of further
education and employment while encouraging
them to aspire to achieve their potential.
aimed at raising their awareness of the following
topics: Internet safety, First aid, Financial
awareness and Relationships.
Summer Term 1
Sumer Term 2
that will allow them opportunities to compare
and contrast varying societies to those that
they have experienced. Student will study the
following topics: Russia- Ukraine/Crimea,
America- Republican vs. democrat, South
Africa- Mandela, Apartheid, China-Beijing
Olympics and Korea- North vs. South, US
involvement
aimed at improving their understanding of and
awareness of help and support services for the
following health concerns: Mental Health, Eating
disorders, Addiction- Smoking and alcoholism,
Addiction- gambling and Addiction- drugs.
O:\Resources\Admin\Course outlines 2014-2015\Key Stage 3\Year 8\PSHEE.docx
Students will be required to conduct independent research in order to
enable them to contribute to class based activities.
Work Shadowing
Work experience
Careers Interviews
Guest speakers
Transition day
Support available
LSA support for individual pupils where necessary
Pupils are taught in Form Groups by their Form Tutor in Year 7.
Encourage an awareness of the news and current events
Allow and encourage discussion of the topics being covered
Encourage students to seek support from staff when required
Ms S Mizon
Head of PSHEE &Citizenship
O:\Resources\Admin\Course outlines 2014-2015\Key Stage 3\Year 8\PSHEE.docx
Year Group:
Subject:
8
Key stage 3
RELIGIOUS STUDIES
Aims of the course
To enable young people to grow in their spiritual and moral awareness and to
develop understanding of, and respect for, people of different faiths and cultures.
Pupils will be encouraged to reflect upon their own beliefs and values as well as
those of the six major world religions. In so doing we seek to contribute to the vision
expressed in the Essex Curriculum Statement…. ‘that all, for the benefit of all, are
able to shape their destinies and create a better world’.
Autumn Term: 1a
Aspects of Worship
Autumn Term 1b
Religion and Ethics
Assessment
Assessment
Test on Hinduism
Spring term 2a
Science and Religion
Test on making moral decisions
Spring term 2b
Religion, Art & Music
Assessment
Assessment
Presentation
Summer term 3a
Project
Summer term 3b
Commitment
Religion and the Media
Assessment
Assessment
End of Year Exam
Project
O:\Resources\Admin\Course outlines 2014-2015\Key Stage 3\Year 8\RS Yr 8 outline.docx
Homework will be set fortnightly as only 1 lesson of Religious studies each week.
Spring / Summer trip to a Gurdwara.
Support available
School Library and Homework Club.
Groups will be banded throughout Humanities subjects.
•
•
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Check the learning gateway for homework that is set and deadlines
Go over lesson content and discuss their learning
Help pupils with research and revision before assessments
Ms D Sterlini
O:\Resources\Admin\Course outlines 2014-2015\Key Stage 3\Year 8\RS Yr 8 outline.docx
Year Group:
Subject:
8
Key Stage 3
SCIENCE
Aims of the course
Pupils in year 8 will complete the remainder of KS3 in 1 year, allowing them to begin working
towards their GCSEs in year 9. We aim to give pupils a thorough grounding in the sciences and
the scientific method, as well as developing their personal learning and thinking skills.
Pupils will cover 6 topics, each lasting approximately 6 weeks. These topics cover a diverse
range of subjects, from traditional biology, chemistry and physics, to environmental science and
psychology.
Assessment is by APP (Assessing Pupil Progress) skills based test, once per half term. APP
consists of five Assessment Focus strands; AF1 – Scientific Thinking Scientifically, AF2 –
Understanding Applications and Implications of Science, AF3 – Communicating and
Collaborating in Science, AF4 – Using investigative approaches and AF5 – Working Critically
with Evidence. There will also be an end-of-year examination.
Autumn Term: 1a
Autumn Term 1b
Life and Living Processes 2
Particles and Materials 2
Assessment:
Assessment:
Life and Living Processes 2 APP Test
Particles and Materials 2 APP Test
Spring term 2a
Spring term 2b
Energy 2
Interdependence 2
Assessment:
Assessment:
Energy 2 APP Test
Interdependence 2 APP Test
Summer term 3a
Summer term 3b
Forces 2
Forensic Science
Assessment:
Assessment:
Forces 2 APP Test
End of Year Exam
Forensic Science
APP Test
Project homework will be set for each topic, to be completed over the course of a
half term. Pupils will be expected to work consistently over the half term, teachers
will advise them of the stage they should be at to complete the project in good time.
Deadlines will be posted on the school website to enable parents to ensure their
children are up to date. Teachers may set additional homework as appropriate.
The department has an active science club that runs at lunch time, open to year 7
and 8. The club offers activities such as fingerprinting, flame tests, making slime,
making a wormery, fruit cell batteries and investigating non-Newtonian fluids.
Support available
Pupils may seek help from their subject teacher at any stage. They can also attend
homework club
Pupils are set by ability within their bands in year 8, based on year 7 results.
Parents can help by ensuring pupils are keeping up with homework – tasks and
deadlines should be written in homework diaries. Parents can also discuss targets
set on the APP feedback sheet with their child, to reinforce what their child needs to
do to progress.
Mrs D Blain – Head of Department
Miss J Horrigan – KS3 Coordinator
Year Group 8
Key stage 3
Subject SPANISH
Aims of the course:
Pupils will study: friends and freetime; TV, film and holidays and shopping.
They will learn to use the present, simple future and preterite tenses.
Autumn Term: 1a
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Introducing myself
Describing my friends
My town and free time
Simple future and present tenses
Assessment
Speaking assessment: Friends and
free time
Spring Term : 1a
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Free time, holidays and preterite
tense
Giving opinions using preterite tense
Comparing present and preterite
tenses.
Assessment
Autumn Term 1b
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Assessment
Reading assessment: TV, film, going out
Spring Term 1b
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Clothes and adjectives
School uniform
This and these
Comparisons and superlatives
Talking about a shopping trip
Present, simple future and preterite
tense
Assessment
Writing assessment: A shopping trip
Breakfast and the time
Market and numbers
Restaurant and forms of address
Talking about a special meal using
the preterite tense.
Assessment
Writing assessment: Holidays
Summer Term : 1a
T.V
Film
Making a date
Making excuses
Developing reading skills
Listening assessment: Food
Summer Term 1b


Healthy lifestyle and healthy choices
Spanish literature focus
Assessment
End of year exams
Research, learning vocabulary, reading exercises and mini presentations
(written and spoken) will be set. Homework should be weekly and last
between 20 and thirty minutes.
Spanish club
Support available
Work is differentiated for pupils for different abilities.
Vocabulary provided
Banded
Contact Head of Department or subject teacher with any queries.
Help student practice vocabulary at home.
Use websites eg. Linguascope and atantot.
Mrs A Rodway

WEST HATCH HIGH SCHOOL Key Stage 3 Course Outlines Year 8

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