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Curriculum Summary Year 8 2019 - 2020
Curriculum Summary
Year 8
2019 - 2020
Mathematics
Periods: 7 x 40 minutes per week
Prep: 1 x 30 minutes per week The curriculum follows the Common Entrance syllabus and the National Curriculum for Key Stage 3 Mathematics. The curriculum for each set follows a parallel course tailored to the CE (or scholarship) level that will be sat, with the vast majority of the topics being common to Set 2 and 3. However, Set 1 will focus largely on Level 3 Common Entrance and Scholarship-level work. This set will study some new topics and all topics to a much greater depth. Past papers and mental arithmetic practice will begin towards the end of the first term. It is essential that pupils have a competent understanding of times tables (2 to 12), square numbers (at least 1 to 144), cube numbers (1 to 125) and prime numbers (below 100). Scientific calculators are essential for the year, although some scholarship papers do not require them. These are available for purchase off Mr Mortimer and they will be charged on your next bill. Preps are designed to be a challenging extension of material covered in class or will be for revision purposes. Pupils are encouraged to try and be independent and to check their books for explanations and written methods when stuck. A prep lasts for 30 minutes and need not be completed if a good effort is made for that amount of time. However as exams approach pupils are expected to spend longer on these preps. The allocated prep night is Friday with preps due in Saturday morning. Many different text books are used throughout the year, with the principle texts being: Maths Prep 2 (S Alexander) and Essential Mathematics 7 & 8 (D Rayner) for set 2 and Maths Prep 3 and Essential Maths 9 for set 1.
Topics covered:
Written methods for division, multiplication, addition and subtraction for integers and decimals. Multiplication and division by 2 digit numbers.
Number facts: place value, factors, multiples, primes, index notation and common roots. Expressing a number as a product of primes (using indices where necessary). Set 1 will then use this information to find perfect squares, highest common factors and lowest common multiples.
Approximating using significant figures. Rounding to a given degree of accuracy (place values including decimals or significant figures).
Calculations involving negative numbers, BIDMAS and the order of operations and substituting into expressions or formulae.
Using Pythagoras’ Theorem to find a side length of a right angled triangle in problems including the
length of a line segment when given the coordinates of the end points (Set 1 only).
Units of length, weight and capacity, including metric and imperial units.
Algebra and its conventions, including simplifying expressions by grouping like terms and integers, multiplying out multiple brackets and taking out a common factor. Multiplying terms, including indices and raising to a second power.
Forming and solving simple equations and solving multi-stage equations with brackets, multiple terms or simple fractions. Set 1 will also form and solve simultaneous equations graphically and by elimination and look at solving linear inequalities, listing possible integers and expressing on a number line.
Coordinates and linear graphs in all four quadrants. Plotting a line from its equation. Set 1 will plot basic quadratic graphs.
Angles around a straight line and a point, in triangles, vertically opposite and with parallel lines.
Interior and exterior angles of common polygons. Sum of interior angles and angle chasing in polygons.
Three figure bearings. Representing multistage journeys accurately using scale and bearings.
Finding the area of compound rectilinear shapes, triangles and parallelograms, and the volume and surface area of cuboids. Problem solving questions based on 2D and 3D shape with volume and capacity conversions.
Constructing perpendicular lines through a point or bisections. Bisecting an angle.
Writing a number in standard form. Converting standard form to an integer or decimal (Set 1 only).
Sharing a quantity using ratio and proportion, and understanding map scales.
Probability using scale of 0 to 1. Listing possible outcomes. Expected and experimental probability. Conditional probability from 2 way tables (Set 1 only).
Comparing fractions, percentages and decimals.
Fractions, including cancelling down, equivalent fractions, mixed numbers, adding and subtracting, multiplying and dividing, including mixed numbers, finding a fraction of a quantity and writing a quantity as a fraction of another. Fractional enlargements (Set 1).
Finding a percentage of a quantity, writing a quantity as a percentage of another, percentage increases and decreases and percentage change (including percentage profit and loss). Reverse percentages (Set 1 only).
Sequences and patterns, including finding a general rule (the nth term) and using it to find specific term values.
Averages - the range, mode, median, and mean and using frequency tables to draw bar graphs and pie charts.
Reflecting, rotating and translating in four quadrants, including describing the transformation. The effect of scale factor on side length and area.
Additional possible scholarship topics:
Using similarity of triangles and other regular shapes to solve problems.
Negative enlargement.
Calculating in Standard Index Form.
Trinomials – factorising, FOIL, and difference of squares.
Changing a recurring decimal into a fraction.
Venn Diagrams with 3 independent variables.
Various rate-based questions.
The equation of a straight line, including finding the gradient, parallel and perpendicular lines.
English
Periods: 6 x 40 minutes per week
The Year 8 English course focuses on three main areas: Spoken English, Reading and Writing.
Spoken English
Contribute opinions or statements of attitudes in class discussion in a lucid, considered way and show an understanding of and respect for the contributions of others
Make a lucid individual presentation on a prepared factual topic, e.g. explain a hobby or interest, give an account of an interesting place such as a holiday destination, present a news report on a local issue, read a report on an activity for (as for) whole school assembly
Participate in planning, rehearsal and performance of a group presentation, factual or literary/dramatic
Read aloud with confidence, clarity and expression (individual performance) a prepared passage of poetry or prose
Recite to an audience a piece of poetry learned by heart
Debating skills
Reading
Active independent reading
Read a range of fiction (see S. Anselm’s Reading List) and poetry, giving well supported personal responses
Show awareness of different genres in fiction and non-fiction writing
Show a deeper awareness of how writers use literary techniques and their language to affect their readers
Be able to identify evidence, assertion, irrelevance, illogical argument, and other manifestations of bias or prejudice
Access information effectively in the library and on the internet with some awareness of reliability and authority of different sources
Regular practice of CE comprehension papers for prose and poetry
Writing
Write in various forms for specific audiences and purposes
Use planning and drafting to structure writing effectively at sentence and text level
Use a full range of punctuation and sentence types for effect
Demonstrate an ability to use literary techniques
Critical writing should be fully developed using ‘Point, Evidence and Explanation’
13+ English Common Entrance Exam Pupils’ preparations to sit this exam - and academic scholarships – in Y8 will gain momentum from work covered Y7.
Paper 1 Reading (75 minutes, including reading and note-taking time) Section A: Literary Prose A passage of literary prose taken from a novel, a short story or the like is set for comprehension. Skills required include: skimming, scanning, close reading, information retrieval, notes, presentation of evidence by means of quotation, paragraphing, summarising. Questions refer to meaning, use of language, style, layout, genre, authorial intention.
Section B: Writing Task An imaginative or discursive piece. Credit will be given for ‘good spelling, punctuation and presentation, as well as for imaginative and exciting use of vocabulary’. A wide choice of topics, imaginative and discursive, is offered. Skills required include: the ability to make a quick and suitable choice of topic, planning, writing, and proof reading skills, all exercised within the constraints of a tight schedule. Writers on discursive topics will need to be able to think their argument through logically and organise their material coherently. Writers on imaginative topics will need to think of audience, purpose, form, structure and language. Whichever mode is chosen, discriminating use of a rich and varied vocabulary is sought.
Paper 2: Writing (75 minutes, including planning time)
Section A: Poetry A poem is set for comprehension and appreciation. A discriminating response is called for, including response to the subtleties of poetic form, structure and language.
Section B: Writing Task – As Paper 1, Section B. Handwriting Pupils will be encouraged to develop a comfortable, flowing, joined up, continuous cursive writing style which can be maintained at speed.
Biology
Periods: 1 x 80 minute lesson per week
Prep: 20 minutes per week
Course: The scheme of work has been written and developed by the Science department in conjunction with the ISEB Science Syllabus for the Common Entrance examination at 11+ and 13+ and the Common Academic Scholarship examination at 13+. The Biology topics are covered over the 2 years of common entrance. Biology is taught as a discrete subject alongside Chemistry and Physics.
Topics covered: 1. Photosynthesis
a. Reactants and products in photosynthesis b. The global importance of photosynthesis c. Leaves adaptations d. Water and mineral absorption
2. Reproduction in plants a. Fertilisation in flowering plants b. Seed dispersal c. Pollination
3. Reproduction in animals a. The structure and function of the male and female reproductive organs b. Gestation and birth c. Adolescence
4. Variation, classification and inheritance a. Continuous and discontinuous variation
5. Relationships in an ecosystem a. Food chains and food webs b. Competition c. Conservation
Assessment: Progress is continually assessed through classwork and preps, however there are more formal assessment done through end of topic tests throughout the year.
Chemistry
Periods: 1 x 80 minute lessons
Prep: 20 minutes per week
Course: The scheme of work has been written and developed by the Science department in conjunction with the ISEB Science Syllabus for the Common Entrance examination at 11+ and 13+ and the Common Academic Scholarship examination at 13+. The Chemistry topics are covered over the 2 years of common entrance. Chemistry is taught as a discrete subject alongside Biology and Physics.
Topics covered: 1. Simple chemical reactions
a. Rusting
b. Combustion
c. Testing for gases
d. Testing for water
2. Reactivity series
a. Reactions of metals with water
b. Reaction of metals with acid
c. Displacement reactions
d. Reduction and electrolysis
e. Reactions of metal carbonates and acid
3. Heating substances
a. Oxidation
b. Thermal decomposition
4. Environmental chemistry
a. Water cycle
b. pH of soil
c. Pollution
d. Global warming
Assessment:
Progress is continually assessed through classwork and preps, however there are more formal assessment done through end of topic tests throughout the year.
Physics
Periods: 1 x 80 minute lesson
Prep: 20 minutes per week
Course: The scheme of work has been written and developed by the Science department in conjunction with the ISEB Science Syllabus for the Common Entrance examination at 11+ and 13+ and the Common Academic Scholarship examination at 13+. The Physics topics are covered over the 2 years of common entrance. Physics is taught as a discrete subject alongside Biology and Chemistry.
Topics covered 1. Light Waves
a. Refraction b. Dispersion
2. Electricity a. Series and parallel circuits b. Circuit components c. Current and voltage d. Resistance
3. Magnets a. Permanent magnets b. Field lines around a magnet c. The Earth’s magnetic field d. Electro-magnets
4. Earth and beyond a. Planets orbiting the Sun b. Seasons and day and night c. Gravity d. Solar and lunar eclipse e. Satellites
Assessment Progress is continually assessed through classwork and preps, however there are more formal assessment done through end of topic tests throughout the year.
Geography
Periods: 3 x 40 minutes per week
Prep: 30 minutes every week
Overview: The Year 8 programme follows the Common Entrance 13+ Syllabus which is started and taught throughout Year 7. The main themes during the course of Year 8 are:
Coursework (The Geography Project) is worth 20% of the Common Entrance mark and there
is an expectation that all scholars also complete the project and they may well be asked to write about their project within a written examination (and this is becoming increasingly common). The project is a significant piece of work and it will take up lessons for the first half term. It questions whether tourism is a good or a bad thing for Castleton in Derbyshire, and the children will question the economic positives and the environmental negatives. The project structure introduces the key questions investigated, outlines the methods used for data collection, present results and analyses them. It has a word limit of 1000 words (approximately 10 sides) and should be completed in school.
Transport and Industry is the next theme examined. After considering the relative merits and pit falls of different types of transport the Heathrow extension is explored in depth so the pupils can understand the economic, social and environmental impacts of such a project. This leads to an examination of how the world of work has changed over time and varies between countries at different levels of development. The pupils will compare the site of traditional industry and then compare this with the rise of out sourcing and the globalisation of manufacturing by exploring an item such as an iPhone or a Nike sportswear.
Volcanoes and earthquakes are the final topics to be examined. Building on knowledge from work covered in Year 6, children will deepen their knowledge and learn about the complexities of plate tectonic theory before considering a number case studies including the eruption of Mount Pinatubo in the Philippines and contrasting the outcomes of the Japanese tsunami (2011) with Haiti (2010) earthquake so that the children start to understand how the level of development affects the outcomes of a natural hazard.
Additional to the themes and the project, skills will be integrated into lessons, particularly the use of Ordnance Survey maps and the atlas. Common Entrance pupils are required to answer questions about an OS map extract provided in the paper and also a section titled ‘Global Locations’ which tests knowledge of the world and continental maps. As the year progresses the focus turns to revision of key themes and also the practise of past papers, including OS, locational knowledge and other map skills For scholars, the paper set by the specific Senior School will require the children to use all these skills although they will be tested less discretely and the questions require greater depth. The scholars will receive support in class so they are well prepared for the specific paper they will be sitting.
Course Book: All Year 8 pupils are given an ISEB Geography Revision Guide which covers all seven themes covered in Year 7 and year 8. It also has an appendix containing all the maps and locations the children need to know to do well in the terminal examination. There is no specific text book for this year group, other than the revision guide mentioned. However the pupils will use several text books depending on the topic being covered included David Waugh’s Key Geography and Galore Park Geography series. There is a wide range of audio-visual materials which is used in lessons.
Assessment: Children are continually assessed. Assessments in the children’s exercise books are in the form of grades, comments and advice they receive. In addition there be the marking of past papers and end of unit testing. The Year 8 children also sit a mock examination (usually in January).
History
Periods: 3 x 40 minutes per week
Prep: 30 minutes every week
Curriculum Continuing on from Year 8, the remainder of both the Common Entrance and Scholarship courses focus on life in the medieval period of 1066 – 1485. Having gained a varied insight into general medieval life and a few key events last year, this year focusses primarily on individual events and monarchs and case studies into specific situations and wars. Topics include:
King John & the Magna Carta
Richard III and the Peasants’ Revolt (Source Paper 2020)
Henry V & the Hundred Years War
Revision of Yr 7 work on Social History and Black Death (Source Paper 2020)
Common Entrance pupils The Common Entrance exam for History consists of both source work and essay based questions. Pupils will be expected to choose their own essay in the exam and are often given the choice of either a focussed question or one that is more open ended and allows them to bring in an event or monarch of their choosing. The expectation for pupils is that they will be able to interpret sources, whether they be familiar or not, and express insight as to what the source tell us today. They should have a good factual recall of the period in question and be able to intersperse any longer answers with knowledge. The children are also expected to be able to construct and write essays of an appropriate length, utilising knowledge gained from lessons often describing an event or theme and then explaining why it happened.
Scholarship pupils The Scholarship examination for History is dependent on the Senior School but generally consists of both source work and essay based questions. In the source work the children are expected to be able to interpret and discuss sources from a wide range of different viewpoints. With the exception of Oundle, all current senior schools will examine using source work that is on an unfamiliar time period (outside the medieval period) in order to test a pupils’ historical skills, rather than pre-existing knowledge. Essays are generally expected to be in more depth than at Common Entrance, with a greater emphasis on inference and placing the essay into a ‘broader picture’ of medieval life. Students will practice a range of scholarship papers.
Course Book: Children are supplied with a copy of Medieval Realms for Common Entrance and Key Stage Three by Shepherd, Collier and Rees.
Assessment: Continual assessment is used within class work although formal internal examinations are taken in the Lent Term to further gauge progress. This school examination utilises appropriate past papers. The final external paper will be taken in June 2020.
Religious Studies Periods: 3 x 40 minutes
Prep: 30 minutes per week
Course Books Grenfell: Religious Studies for Common Entrance 2nd edition BBC Bitesize - Religious Studies Wright: Key Christian Beliefs Passages from the New International Version of the Bible Usbourne: World Religions Taylor: Directions 2 Various other books, DVD’s and ICT resources will be used and referred to during the year.
Aims: To progress through the CE and CASE syllabus
To be aware of the contemporary stories and moral issues linked to the Biblical texts covered
To develop essay and coursework writing and word processing skills
To gain awareness of the religious, spiritual and moral dimensions of life
To appreciate and develop a tolerance towards different faiths and beliefs
Topics covered: Old Testament Texts:
Solomon and his wisdom – linked issues: the wisdom of rulers
New Testament Texts:
The Birth of Jesus
Jesus and the outcasts (Zaccheus) – linked issues: the work of Mother Teresa
Miracles of healing – the paralysed man
Miracles – the calming of the storm – linked issues: trust, faith
Parables – (Sower, Lost Son and Good Samaritan) linked issues: Who is our neighbour? Forgiveness
The Rich Young Man
Other contemporary issues:
Laws, rules and Human rights – Martin Luther King
Attitudes to death - euthanasia
Revision of Y7 work Old Testament texts:
Genesis 1 and 2: The 1st and 2nd Creation stories - linked issues: Creation and Science debate, human stewardship and care for the environment, the work of A Rocha
Genesis 2: the second creation story
Adam and Eve and the ‘fall’ of humankind - linked issues: temptation, good and evil, separation from God
Cain and Abel - linked issues: jealousy, sibling rivalry, murder and capital punishment
Abraham’s near sacrifice of Isaac - linked issues: faith and trust, sacrifice - what does it mean in religion and in life generally, Father Damien’s work on Molokai
Moses - Passover and Exodus - linked issues: Jewish practice of Passover today, freedom, social justice, Fair Trade, Oscar Romero
The Ten Commandments) - linked issues: the Sabbath, rules, crime and punishment, murder and capital punishment
New Testament texts: The Temptations of Jesus – linked issues: temptation
The Call of the Disciples
Who was who? in Jesus’ time
The Woman and Simon the Pharisee – Linked issues: forgiveness, Corrie Ten Boom
Assessment Past papers Prep work Preparation for mock examinations Continuous assessment
French
Periods: 5 x 40 minutes per week
Prep: 30 minutes per week
Principal resources: Encore Tricolore 2. ISEB French for Common Entrance revision guide ISEB French vocabulary for key stage 3 and Common Entrance In Year 8, the main aim is to get the pupils ready for Common Entrance Examination and the 4 skills it entails: Speaking and Listening, Reading and Writing. Scholarship students are given extra grammar and tenses to learn independently, in accordance with said level of scholarship.
List of the topics covered by the Common Entrance syllabus:
Language of the classroom, including basic ICT
House, home, daily routine and chores
Life and work at school
Times, dates , numbers, price
Personal description
Family , friends and pets
Meeting people
Free-time activities
Describing holiday activities
Visiting a café or restaurant
Simple health problems
Description of a town or region
Finding the way and using public transport
Understanding tourist information
Shopping(food, clothes, presents)
Weather
Topic: Family and friends and at the restaurant.
Introduce people
Ask and answer questions when staying with a French family
Talk about what you have done recently
Talk about souvenirs and present
Say good bye and thank you
Buy drinks and snacks in a café
Chose an ice cream
Discuss what you like to eat and drink
Order a meal in a restaurant
Describe a meal
Grammar covered
Perfect tense of regular verbs
Use expressions of past time
Use ce, cet, cette, ces+nouns
Use the verb boire
Perfect tense of some irregular verbs
Questions in the perfect tense
Negative form of the perfect tense
Topic: Making travel arrangements Simple health problems and personal appearance
Talk about travel plans
Understand signs at a station
Buy a train ticket
Say what must or should not be done
Understand travel information
Travel by air, coach and boat
Describe a recent day out
Discuss clothes and what to wear
Describe people’s appearance
Talk about parts of the body
Say how you feel and describe what hurts
Grammar covered Use the present tense of partir
Use il faut+ infinitive
Use the perfect tense with etre
Mettre with clothing
Adjectives
Direct Object pronouns(le, la, les)
Idioms with avoir
Imperative
Assessment: Past papers Preparation for mock examinations Continuous assessment
Latin
Periods: 5 x 40 minutes
Prep: 1 x 30 minutes plus vocabulary learning
Course Books Latin Prep Books 1 and 2 (for Common Entrance Levels 1 and 2)
Latin Prep Book 3 (for advanced CE Level 3)
Seigel: From CE to GCSE for scholarship candidates
Greeks and Romans: for paralinguistic material
Latin Wordlist (Bob Bass)
Latin Grammar (R.O. Marshall)
Topics Covered: Year 8 builds on Grammar studied during Years 6 and 7 and prepares pupils for Common Entrance and Scholarship.
Common Entrance: there is usually a mixture of Level 1 and 2 candidates with occasionally a more advanced pupil taking Level 3.
Level 1 candidates will consolidate Tenses (present, perfect, imperfect) of regular verbs , plus sum; imperatives Nouns: 1st and 2nd declension Adjectives: 1st and 2nd declension (incl agreement of adjectives) Prepositions Vocabulary (Bass Book)
Level 2 candidates will study Tenses (future, pluperfect) Nouns: 3rd declension Adjectives: 3rd declension including comparison of adjectives and agreement sum, possum, eo Vocabulary (Bass Book)
Level 3 candidates will include Verbs: imperfect subjunctive, present and past participles Constructions: adverbial clause of purpose, indirect command fero, nolo, volo Passive voice Relative pronouns Vocabulary (Bass Book)
Scholarship Candidates Scholarship candidates will add to this (some of the following may be introduced in Year 7) Nouns: 4th declension Verbs: deponent verbs, pluperfect subjunctive, active and passive infinitives, Constructions: indirect statement, ablative absolute, indirect question, verbs of fearing, cum+ subjunctive
GCSE
Scholarship papers approach GCSE standard and it is thus possible for good candidates to attempt,
and achieve a good grade in GCSE at a relatively early stage in Senior School. The Wjec Latin
Language GCSE taken with great success by Y8 candidates in recent years has been replaced by the
new Eduqas Language/Literature GCSE which is, regrettably, not possible to fit into a Y8 post-
scholarship programme. The new exam will be available to pupils in S. Anselm’s College.
Paralinguistic material Greeks & Romans proves an invaluable source, published by Galore Park specifically for Latin CE. Pupils much enjoy this area of the syllabus which includes: Roman Life Roman housing, slavery, life and death, daily life Entertainment Amphitheatre, theatre, circus, baths Legends Coriolanus, Cloelia, Romulus and Remus, Mucius Scaevola, Horatius, Manlius Torquatus Army and Roman Britain: organisation, equipment, camp, tombstones Caratacus and Boudicca, Julius Caesar, Claudius, Hadrian’s Wall, towns, villas Myths Perseus and Medusa, Jason and the Golden Fleece, Theseus and the Minotaur, The Labours of Hercules, The Trojan Wars, The Wanderings of Odysseus There is also in the Classics Department a wealth of novels based on the Ancient Greeks and the Romans for all pupils to enjoy. Past papers, Common Entrance and Scholarship papers to the various senior schools to which our pupils proceed, form an integral part of our pupils’ preparation.
Assessment Ongoing assessment through questioning, marking, vocabulary tests. Year 8 also sit 2 sets of examinations – mock CE in the Lent Term, and CE in the Summer Term.
Spanish Periods: 5 x 40 mins per week Prep: 1 x 30 minutes per week Principal course: Viva Libro 2 Course During each lesson, students work on their Reading, Writing, Listening and Speaking skills through a range of activities from Viva Libro 1 and original resources created by the teacher. Students are encouraged to speak in the Target Language as much as possible and they are given role-plays to practise dialogues. The use of ICT is built into the course for project work and using online resources to revise grammar and vocabulary.
Topics covered:
Describing a holiday
Talking about technology
Saying what type of music you like
Learning about Hispanic singers
Talking about TV programmes
Food and mealtimes
Giving an account of a party
Arranging to go out and excuses
Clothes and fashion
Asking for directions
Key grammar points: The Preterite Tense
Negatives
The Comparative
Using two tenses together
Tu, usted, ustedes
The Near Future Tense
Using three tenses together
Stem-changing verbs
Reflexive verbs
Adjectives
This/ these
The Superlative
The Imperative
Using different time frames
ISEB COMMON ENTRANCE at 13+: SCHEME OF ASSESSMENT LISTENING (25%; about 25 minutes) This will be based on a number of short passages recorded on a CD. There will be 25 questions, usually arranged in five sections.
SPEAKING (25%; about 6 minutes) The teacher-examiner will assess the candidate’s performance and will submit recordings of all candidates for moderation. There will be three sections: a role-play situation; a discussion of one prepared topic and an open, unprepared conversation.
READING AND WRITING (50%- 60 minutes) Reading: There will be several exercises of differing length, covering a range of different approaches to the development of reading skills, e.g. gap-filling, multiple choice, matching headings to texts, matching pictures to descriptions, matching two halves of a sentence, matching questions and answers, matching people and opinions, choosing a number of correct answers. Writing : There will be two written exercises: Section One: Grammar (10 marks) Candidates will be required to translate five sentences worth 2 marks each, designed to test Level 2 grammar. Section Two (15 marks) The question will require 80-120 words of continuous writing in the form of an email, in which candidates need to show a knowledge of past, present and near future tenses in order to access the top marks. Five bullet points will be given in English and Spanish, of which candidates will be expected to choose at least four. Candidates will be credited for the accurate use of a wide variety of vocabulary and grammar, and the ability to demonstrate the full range of their knowledge of the linguistic features contained in the syllabus.
SCHOLARSHIP Scholarship papers in Listening (approximately 30 minutes) and Reading and Writing (60 minutes) are based on this syllabus. Senior schools will conduct their own Speaking tests. All candidates will be required to show knowledge of all the tenses listed on page 3, as well as the future, conditional and pluperfect tenses, and a wide range of vocabulary. The listening/reading exercises may include multiple choice, box-ticking, table/grid completion, choosing correct answers, true/false, gap-filling, linking opinions with speakers.
Assessment throughout the Year: Past papers Preparation for mock examinations Continuous assessment
Classical Civilisations - Greece
Periods: 2 x 40 minute lessons
Curriculum: The Classical Civilisations course is delivered to Year 8 pupils who are not learning Latin. The aim is for pupils to develop an interest in the Ancient World and try to relate it to our modern lives. The course focuses on the civilisation of Ancient Greece. It is a wide ranging subject involving the study of art, literature, artefacts, archaeological sites and the ancient historical context.
Michaelmas Term study: Overview of the Ancient Greece Modern Greece
Who were the Ancient Greeks?
Timeline of how the Greek Empire grew.
Greeks at War: Weapons and tactics.
Greek Gods and Goddesses Describing the Gods and Goddesses
Zeus
Personalised study of a God or Goddess.
Myths and Legends Perseus
The Minotaur
Jason and the Golden Fleece
Heracles
Trojan War
Odysseus and the Odyssey.
Lent Term study: Great Greeks Alexander the Great
The Philosophers: Aristotle, Socrates, Hippocrates, Pericles
The Scientists: Archimedes, Pythagoras & Eratosthenes.
Everyday life in Ancient Greece Homes and buildings
A woman’s life
Education
Theatre and Music
Trade, Food and farming
Summer Term study: Legacy of the Greeks Language
Science
Mathematics
Olympic Games.
The study of Classical Civilisations should develop skills such as essay writing, source analysis and how to structure a good argument. These will certainly compliment skills developed in other subjects such as Geography and History. It will show that Year 8 pupils are good at thinking and evaluating, as well as developing an interest in people and cultures.
Music
Periods: 1 x 40 minutes per week
Musical Training: Kodaly Method for Children is used throughout all topics as a plenary within lessons helping embed basic music principals such as pitch and rhythm. Solo work is encouraged whenever possible. In each lesson all children are encouraged to give a solo response to the songs & games. This makes the quality of the performance as a whole class better as it sharpens their listening, concentration & awareness is also improved. Pupils are encouraged to perform their instruments in the lessons and to perform in the weekly assemblies.
Lessons incorporate listening, performing and theoretical elements building a familiarity of the musical language. Ongoing work: ‘Listening Diaries’ throughout the year focussing on orchestral, ensemble and popular music.
IT Use of iPads occasionally with specific rhythm and pitch apps – such as Playpad Pro and Read Rhythm. Composition apps will include Garage Band and time is spent using the Philharmonia ‘The Orchestra’ app in which significant modern techniques are used bringing the music to life.
Topic 1: Russian Nationalistic Music & French Impressionist Music Aims of the Lessons: To gain a comprehensive understanding of key Russian composers namely the ‘Russian 5’ and nationalistic styles focussing on key pieces such as Pictures at an Exhibition. An introduction to French Impressionist music focussing on melody and harmony using Ravel’s Bolero & Debussy’s Clair de lune. Composition will be attempted through the medium of traditional notation but incorporating IT skills.
Researching the history of Glinka ‘The Father of Russian Music’. Knowledge of the Russian 5
Modest Mussorgsky the man
Pictures at an Exhibition analysing art and music.
French Impressionist style and influence
Ravel’s Bolero, ostinato and melody. Debussy Clair de Lune, harmony and instrumentation.
Editing song and producing a CD
Topic 2: Film Music Aims of the Lessons: To explore how film music has progressed from silent movies through to the modern day ‘Talkie’. The unit compares film music techniques used within a movie, composers, personal style and the impact of music on the screen plus the leitmotif. Production of a silent music including composition at the end of the unit
How film has progressed
The impact of music on the screen
The leitmotif/composing a leitmotif
Score analysis of Also Sprach Zarathustra – A Space Odyssey.
Silent Movie Project.
Topic 3: Composition & Music IT Aims of the Lessons: This is a chance for personal instrumental composition from a chosen genre and group composition song focusing on the four structural features integral to a good song and to learn how to use the Music Studio equipment:
The role of riffs.
The interaction on lyrics.
The centrality of a memorable melody.
Understanding different recording techniques
Knowledge of microphones and where to place them within an ensemble
Introduction of Pro Logic
Recording a performance
Art
Periods: 1 x 80 minutes per week The pupils will undertake a range of projects which will develop their creativity, imagination and skills through experiencing a variety of materials and techniques, including drawing, painting, sculpture, pottery, collage, textiles and printing. Pupils will be introduced to the work of artists and art movements from the past, present and other cultures. Where appropriate, projects will be linked to other areas of the curriculum or to current events.
Pupils will be encouraged to: Develop ideas from their imagination and other resources.
Develop their knowledge and understanding of materials and techniques, and adapt the
appropriate processes to match their designs.
Respond to advice and experience, being prepared to refine their work to achieve the best
outcome.
Co-operate with others and work responsibly with materials and equipment.
Evaluate the success of their finished work, analyse and comment positively on methods
and materials used by themselves and others.
Take pride in their achievements.
Parents can help by: Encouraging their children to experiment with arts and crafts at home, and by taking them to visit art galleries, museums and craft centres.
PSHE (Personal, Social, Health Education)
Periods: 1 x 40 minutes per week
Michaelmas 1 - Personal Wellbeing – Understanding Yourself and Handling
Relationships 1. You and Your Feelings - self-esteem
2. You and Your Time – making the most of your leisure
3. You and Your Family – divided families
4. You and Other People – friends and friendships
Michaelmas 2 - Social Education – Responsibilities and Values 1. You and Your Responsibilities – other cultures and other lifestyles
2. You and Your Values – where do you stand?
3. You and The Community - the school as a community
4. You and Your Opinions - speaking your mind
5. You and Other People – older people
Lent 1 - Keeping Healthy 1. You and Your Body – drinking alcohol
2. You and Your Body – drugs and drug taking
3. You and Your Body – at home and in the street
4. You and Your Body – contraception and safer sex
Lent 2 - Becoming an Active Citizen 1. You and The Law – the police
2. You as a Citizen – Britain’s government
3. You and Global Issues – food and water
4. You and The Community – taking action
Summer 1 - Economic and Financial Capability 1. You and Your Money – making the most of your money
2. You and Your Money - gambling
3. You and The Media – the power of advertising
4. You and The World of Work – employment and unemployment
5. You and The Work of Work - understanding business
Summer 2 - Recap and Reinforcement of Topics 1. You and Your Achievements – reviewing your progress
Parents have the right to withdraw their child from Sex and Relationships lessons taught as part of
the PSHE syllabus and the small group sessions run by the school nurse.
Coding
Periods: 2x40 minutes per week
Course:
Coding in S. Anselm’s is concerned with how computers and computer systems work, how they are designed and programmed, and how they are used and applied in real world situations.
Computational thinking provides insights into many areas of the curriculum, and influences work at the cutting edge of a wide range of disciplines
The Coding course includes digital literacy, information technology and computer science knowledge
and skills across all year groups.
This will ensure that pupils have the required ICT skills at the various stages throughout the school to
enable them to use these skills in other subjects, to use coding projects to expand the horizons of
the pupils considering careers related to ICT and to equip pupils with the knowledge and skills to be
effective in the 21st Century workplace.
The curriculum will include:
Key skills in MS Office programmes
An introduction to evaluating websites
Stop Frame Animation
Game design using programmes such as scratch
Programming using Lego EV3 hardware and software
STEM projects such as designing and using robotics and gears
The history of computing and how computers work
Social networking and safety online
Physical Education
Time allocation (per week) Physical Education: 40 minutes Games: 6 hours and 40 minutes
Physical education aims to stretch a pupil to their full potential; to develop skills which help them with co-ordination, mental alertness, agility and bodily control. It aims to incorporate ethical behaviour; to develop qualities of leadership, self-discipline, independent thought and responsibility; and develop pupils’ desire to enjoy sport and adopt a healthy interest in participation in physical activities to lead a healthy life.
Michaelmas Term Physical Education: Components of Fitness baseline assessments and Health related fitness
games that promote physical literacy and skill development.
Swimming – development of strokes and skills such as tumble turns. Increasing awareness of fitness through endurance work. Continuation of water survival skills.
Games – Hockey and Football skills are core focus for development this term, but opportunities to develop Netball skills are offered too.
Spring Term Physical Education: Badminton and Basketball.
Swimming – continuation of strokes and skills such as tumble turns. Increasing awareness of fitness through endurance work. Introduction to water safety skills.
Games – Hockey and Netball skills are core focus for development this term, but opportunities to develop cricket and rounders skills are offered too
Summer Term Physical Education: Baseline fitness assessments and Ultimate Frisbee.
Swimming – continuation of strokes and skills such as tumble turns. Increasing awareness of fitness through endurance work. Development of water polo skills.
Games – Cricket and rounders skills are the core focus for development this term. Athletics and tennis – a variety of skills, small sided games and practices to develop knowledge and understanding and ability of track and field events in athletics and tennis.
