Year 8 Curriculum 2021/2022 - Amazon AWS
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Year 8 Curriculum 2021/2022 1
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Contents Page Introduction 4 Curriculum Statement 4 Curriculum Design 5 Curriculum Maps: Maths 6 English 11 Science 15 Geography 21 History 23 PRE 26 French 28 German 30 Latin 31 Spanish 32 Computer Studies 34 Technology 36 Art 39 Drama 41 Music 43 Citizenship 45 Physical Education 46 3
Introduction The purpose of this document is to clearly explain what the students will cover in their studies over the course of this academic year. We have carefully planned the curriculum to build on the students prior learning and ensure that skills and knowledge are developed in an order which makes most educational sense. The curriculum is constantly reviewed and evaluated to ensure that it continues to meet the needs of all learners. As such these plans are adjusted from year to year. However, if you would like to see the curriculum maps for any year group for the academic year 20/21 they are available on the curriculum section of the school website. Regular assessment to provide feedback to students and inform teachers planning is an essential part of learning. On each curriculum map, we have clearly identified the minimum number of assessments that will take place in each subject. Those that will be quality marked by teachers are clearly identified (QM). Curriculum Statement Our deep, broad and balanced curriculum with extensive extracurricular opportunities has been designed to develop knowledgeable, confident and articulate young people who have the character to impress and compete. The curriculum places a high emphasis on literacy, numeracy and creativity across all areas of study and values hard work, kindness and a commitment to lifelong learning. Principles: ● Excellent teaching delivered by teachers with a deep knowledge of their subject. ● High expectations at all times and a belief that all students can meet those expectations. ● A strong focus on academic achievement and qualifications. ● Appropriate and bespoke support for students on the SEND and EMA registers. ● An emphasis on the development of Oracy and Articulacy across all areas of the curriculum. ● An opportunity for all to study classical subjects accessing the cultural capital this provides. ● Develop students key skills of teamwork, leadership, listening, presenting, creativity and problem-solving across the curriculum. ● A large and vibrant extracurricular offer which provides a huge range of opportunities developing the character and personal well-being of students. ● Using the latest technologies as teaching tools to enhance the learning experience for the student both at school and when they are learning at home. ● A flexible curriculum which allows students to follow their talent and interests as well as providing extra support and challenge. 4
Curriculum Design ● A broad and experiential KS3 curriculum (Science, Maths, English, Art, Classics, Citizenship, Computer Studies, Drama, French, Food, German, Geography, History, Latin, Music, Oracy, Resistant Materials, Physical Education, Philosophy and Religious Education, Spanish, and Textiles) which stimulates students’ curiosity and allows them to discover their passion and talent. ● A wide range of GCSE and Vocational options delivered over a 3 year KS4, to enable students to develop the deep understanding needed to be successful in GCSE examinations and beyond. As well as allowing the time for truly academically enriching activities, students have the opportunity to choose the subjects for which they have a passion, not limited by predefined subject combinations. Starting in Year 9 enables students a term to review their choices and make changes where appropriate. ● Coordination between subjects so that students have rich opportunities to draw on knowledge and skills from across the curriculum within each subject. ● At KS3 and 4 a wide range of timetabled support lessons (support for learning, curriculum enrichment, study plus and the stretch curriculum) are used flexibly to support students with particular needs to access the curriculum and challenge the students to achieve their full potential. ● A 6th Form that offers the widest possible range of A-level courses including all the facilitating subjects, so that students can specialise in the areas which interest them. ● A two-year curriculum plan at KS5 to allow time for students to develop a deep knowledge of their chosen subjects, with all students encouraged to start on 4 A-levels to maintain breadth. ● Baseline data and a personal knowledge of the student used to produce lessons that will stimulate and engage them enabling students across the academic spectrum to be challenged and stretched. ● Assessment strategically planned into schemes of work enabling teachers to give high quality feedback to students and parents and using the student/parent/school partnership to support the development of the student. ● Curriculum time is used in all key stages to deliver Citizenship, PSHE and Philosophy and Religious education to develop students with modern British values which are further developed through every area of the curriculum and in all aspects of school life. ● A huge extracurricular offer including Duke of Edinburgh, Young Enterprise, Peripatetic music lessons, Jack Petchey speak out challenge, UKMT challenge, GCSEs in Ancient Greek, Astronomy and Dance, Orchestra, music groups, sporting clubs and teams, large whole school drama productions and visits within and outside of the school day. ● Students encouraged to be truly independent learners. They have access to the library, IT rooms, Sport and Arts facilities at the beginning and end of the normal school day as well as learning resources in our highly developed virtual learning environment. The curriculum is regularly evaluated in order to ensure that it meets the needs of our learners’ development. 5
Mathematics Year 8 Curriculum Map Topic Ratio and Scale Multiplicative change Multiplying and Dividing Fractions To be taught Autumn 1 Autumn 1 Autumn 1 Prior links Recognise fractions Recognise fractions Recognise fraction notation Common factors Common factors Know the pictorial version of a fraction Simplifying fractions Simplifying fractions Algebraic notation Perimeter of shapes Perimeter of shapes BIDMAS Know how to find one amount of something- Recognise features of graphs (axes, labels, unitary method coordinates) length metric unit conversion Key Content ● Understand the meaning and ● Solve problems involving direct proportion ● Represent multiplication of fractions Knowledge representation of ratio ● Explore conversion graphs ● Multiply a fraction by an integer Skills ● Understand and use ratio notation ● Convert between currencies ● Find the product of a pair of unit ● Solve problems in the ratio 1:n ● Explore direct proportion graphs fractions ● Solve proportion problems in the ratio ● Explore relationships (ratios) between ● Find the product of a pair of any m:n similar shapes fractions ● Divide a value into a given ratio ● Understand scale factors as multiplicative ● Divide an integer by a fraction ● Express ratios in simplest form representations ● Divide an fraction by a unit fraction ● Express ratios in the form 1:n ● Draw and interpret scale diagrams ● Understand and use the reciprocal ● Compare ratios and fractions ● Interpret maps using scale factors and ● Divide any pair of fractions ● Understand as a ratio ratios ● Multiply and divide improper and ● Understand gradient of a line as a mixed fractions ratio ● Multiply and divide algebraic fractions Assessment Topic tests used to assess understanding of concepts this half term Future links Extend to problem solving with fractions and Scale factors with area and volume for similar Rearranging formula percentages and properties of circles shapes Solving equations Scale factors with area and volume for similar Recipes-Food technology - recipes, Science- graphs shapes of compound measures, Geography - maps 6
Mathematics Year 8 Curriculum Map Topic Working in the Cartesian plane Representing data Probability To be taught Autumn term 2 Autumn term 2 Autumn term 2 Prior links Directed numbers Plotting coordinates Two way tables Scaling graphs Working systematically Calculating probabilities Substitution Classifying information Key Content ● Work with coordinates in all quadrants ● Draw and interpret scatter graphs ● Construct sample spaces for 1 or more Knowledge ● Identify and draw lines of equations ● Understand and describe linear correlation events Skills ● Recognise and use the line y=x ● Draw and use line of best fit ● Find probabilities for a sample space ● Find gradients lines from equations ● Identify different types of data ● Find probabilities from a two-way table ● Explore graphs with negative gradient ● Read and interpret ungrouped frequency ● Find probabilities from a Venn diagram ● Link graphs to sequences tables ● Use the product rule for finding the total ● Plot graphs of the form y=mx+c ● Read and interpret grouped frequency tables number of possible outcomes ● Explore non-linear graphs ● Represent grouped discrete data ● Find the midpoint of a line segment ● Represent continuous data grouped into equal classes ● Represent data in 2 way tables Assessment QM Problem solving questions and Topic test used to assess understanding of concepts this half term Future links Gradient Averages Tree diagrams Finding equation of a line Statistical analysis Independent and dependant events Plotting quadratics Transformations – centre of rotation/enlargement, line of reflection Sequences (included) Forming and representing equations (e.g. taxi fares, phone bills) 7
Mathematics Year 8 Curriculum Map Topic Brackets, equations and inequalities Sequences Indices To be taught Spring term 1 Spring term 1 Spring term 1 Prior links Algebraic notation Substitution Algebraic notation Equality and equivalence Term to term rule BIDMAS Directed numbers Position to term rule Substitution Simplify expressions Formulae Number patterns Key Content ● Form algebraic expressions ● Generate sequences given a ● Adding and subtracting expressions with indices Knowledge ● Use directed number with algebra rule in words ● Simplifying expressions by multiplying indices Skills ● Factorise into a single bracket ● Generate sequences given an ● Simplifying expressions by dividing indices ● Expand multiple brackets and simplify algebraic rule ● Using the addition law for indices ● Solve equations including brackets ● Find the rule for the nth term of a ● Using the addition and subtraction law for indices ● Form and solve equations with brackets linear sequence ● Exploring powers of powers ● Understand, form and solve inequalities ● Form and solve equations and inequalities with unknowns on both sides ● Identify and use formulae, expressions, identities and equations Assessment Topic tests used to assess understanding of concepts this half term Future links Expand double and triple brackets Nth term of quadratic and geometric Standard form, geometric sequences, percentage multiplier, Graphical inequalities sequences compound interest Rearranging formulae Iterative sequences Biology-explore size of cells and growth of bacteria Chemistry-balancing equations Music-exploring musical note patterns Physics-Using compound measures (Speed, distance, time and mass, volume, etc.) 8
Mathematics Year 8 Curriculum Map Topic Fractions and percentages Standard Index form Number sense To be taught Spring term 2 Spring term 2 Spring term 2 Prior links Working with fractions, decimals and percentages Indices Indices Working with a calculator BIDMAS BIDMAS Rounding Use of calculator Use of calculator Place value Rounding Decimals Key Content ● Convert fluently between fractions, decimals and Investigate positive and negative ● Round numbers to powers of 10 and 1 significant Knowledge percentages powers of 10 figure Skills ● Calculate key fractions, decimals and percentages of an Work with numbers greater than 1 ● Round numbers to a given number of decimal amount without and without a calculator in standard form places ● Covert between decimals and percentages greater than Work with numbers between 0 ● Estimate the answer to a calculation 100% and 1 in standard form ● Understand and use error interval notation ● Calculate percentage increase and decrease using a Compare and order numbers in ● Calculate using the order of operations standard form multiplier ● Calculate with money ● Mentally calculate with numbers in Express one number as a fraction or a percentage of standard form ● Covert metric measures of length area and volume another with and without a calculator ● Convert metric units of weight and capacity Add and subtract numbers in ● Work with percentage change ● Solve problems involving time and the calendar standard form ● Choose appropriate methods to solve percentage problems Multiply and divide numbers in ● Find the original amount given the percentage less than or standard form greater than 100% Use a calculator to work with numbers in standard form Understand and use negative indices Understand and use fractional indices Assessment QM Problem solving questions and Topic test used to assess understanding of concepts this half term Future links Percentage problem solving Rounding to appropriate degree of Distance, time graphs, Compound and simple interest accuracy Compound measures Estimation Similar shapes 9
Mathematics Year 8 Curriculum Map Topic Angles in parallel lines and polygons Area of trapezia and circles Line symmetry and reflection To be taught Summer term 1 Summer term 1 Summer term 1 Prior links Basic angle facts Recognising the area and perimeter of rectangles Knowledge of axis, parallel lines Use of compass and protractor and triangles vertical, horizontal lines Properties of shapes Calculator use Coordinates Key Content ● Understand and use basic angles rule and ● Calculate the area of triangles, rectangles and ● Recognise line symmetry Knowledge notation parallelograms ● Reflect a shape in a horizontal or a Skills ● Investigate angles between parallel lines and the ● Calculate the area of a trapezium vertical line transversal ● Calculate the perimeter and area of compound ● Reflect a shape in a horizontal or vertical ● Identify and calculate with alternate and shapes line given as an equation corresponding angles ● Investigate the area of a circle ● Reflect a shape in a diagonal line ● Constructions triangles and special ● Calculate the area of a circle and parts of a quadrilaterals circle without a calculator ● Investigate the properties of special ● Calculate the area of a circle and parts of a quadrilaterals circle with a calculator ● Identify and calculate with sides and angles in ● Calculate the perimeter and area of a special quadrilaterals compound shapes ● Understand and use the properties of diagonals of quadrilaterals ● Understand and use the sum of exterior angles of any polygon ● Calculate and use the sum of the interior angles in any polygon ● Calculate missing interior angles in regular polygons ● Prove simple geometric facts ● Construct an angles bisector ● Construct a perpendicular bisector of a line segment Assessment Topic tests used to assess understanding of concepts this half term Future links Angles/shapes problems with algebra, bearings, nets of Algebra problem solving with area and perimeter, Transformations, straight line graphs, 3d shapes, loci, vectors, Pythagoras similar shapes, enlargement, trigonometry equations of lines, graphical inequalities Design and technology- 3D drawings Textiles-3D printing Resistant materials-Packaging 10
Mathematics Year 8 Curriculum Map Topic The Data Handling Cycle Measures of Location To be Summer Summer term 2 taught term 2 Prior links Angles Finding the mean and median Use of compass and protractor Key Content ● Set up statistical enquiry Understand and use mean, median, mode Knowledge ● Design and criticise questionnaires Choose the most appropriate average Skills ● Draw and interpret pictograms, bar charts and vertical line charts (R) Find the mean from an ungrouped frequency table ● Draw and interpret multiple bar charts Find the mean from a grouped frequency table ● Draw and interpret pie charts (R) Identify outliers ● Draw and interpret line graphs Compare distributions using averages and the range ● Choose the most appropriate diagram for given set of data ● Represent and interpret grouped qualitative data ● Find and interpret the range ● Compare distribution using charts ● Identify misleading graphs Assessment QM Problem solving questions and Topic test used to assess understanding of concepts this half term Future links Histograms Algebra problem solving with mean Straight line graphs Cumulative frequency diagrams Conversion graphs Box plots Scatter graphs 11
English Year 8 Curriculum Map 2021-22 Topic The Gothic (Autumn 1) A Christmas Carol (Autumn 2) Prior links ● Year 7 units - focus on how atmosphere and tension is created by ● Year 7 novel units - exploration of characterisation and themes writers ● Analysis of writers’ techniques & language analysis ● Analysis of writers’ techniques & language analysis ● Year 7 Animal Farm and Year 8 The Gothic - study of relevant contexts ● Creative writing with a focus on writers’ craft and how they can be embedded within analytical writing to support ideas on writer’s intentions Key Content ● The gothic genre: conventions and influences. ● Charles Dickens and the context of ‘A Christmas Carol’ Knowledge ● Analytical writing skills: using topic sentences, retrieving quotations ● 19th Century society (class divides, children, poverty, workhouses etc.) Skills effectively, making inferences with a focus on language, developing ● Key characters and themes: poverty, race, social change, class, family, analytical paragraphs and understanding how to structure an analytical power of christmas etc. response effectively ● Conventions of a novel - themes, foreshadowing, narrative voice, ● Explore extracts from both 19th Century and Contemporary gothic characterisation etc. novels e.g. The Hound of the Baskervilles, Frankenstein, Dracula, The ● Structural changes in characterisation Woman in Black etc. ● Using ambitious vocabulary and sentences for effect via Dickens’ style ● How writers use gothic conventions, settings, characterisation to build ● Analytical writing skills: topic sentences, retrieving quotations, making suspense and tension inferences with a focus on language and structure, developing ● Use of ambitious vocabulary and sentences for effect analytical paragraphs. ● Creative and descriptive writing: establishing gothic setting ● Creative and descriptive writing ● Annotate and analyse extracts considering gothic conventions ● Planning and structuring an essay ● Build upon understanding of embedding contextual references to support analytical writing. Assessment ● Autumn 1 - QMHW – A descriptive passage in the style of the gothic ● Autumn 2 - QMHW – Diary entry influenced by context (including QM) genre ● Autumn 2 - Essay on the writer’s use of language to present a change ● Autumn 1 - Analytical paragraphs focusing on the writer’s use of in the main character language to create tension and atmosphere Future links ● Year 8 A Christmas Carol and ARITS, GCSE 19th Century Text - Dr ● Year 8 A Raisin In The Sun, GCSE 19th Century Text - Dr Jekyll and Jekyll and Mr Hyde, GCSE Lang - Comp 2 Mr Hyde, GCSE Lang - Comp 2 12
English Year 8 Curriculum Map 2021-22 Topic A Raisin In The Sun (Spring 1 + 2 weeks of Spring 2) Poetry Anthology (Spring 2: last 4 weeks) Prior links ● Year 7 The Shakespeare and Poetry Project - understanding of the ● Year 7 units - War and Conflict and The Shakespeare and Poetry Project construction of plays and dramatic technique and the evolution of - understanding of poetic techniques and how to use them in crafting language ● Analysis of writers’ techniques & language analysis ● Year 8 The Gothic and A Christmas Carol units - 19th century texts ● Analysis of writers’ techniques & language analysis Key Content ● Develop knowledge of theatre studies, dramatisation and key features ● Poetic techniques and key terminology Knowledge of plays ● Read and analyse a range of poems and poets: themes of love, loss and Skills ● Analytical writing skills: topic sentences, retrieving quotations longing effectively, making inferences with a focus on language, developing ● Contexts analytical paragraphs and understanding how to structure an analytical ● Poetic techniques, language and structure or poems to creative pieces response effectively ● Analytical writing skills: using topic sentences, retrieving quotations ● Poetry of Langston Hughes effectively, making inferences with a focus on language, developing ● Conventions of theatre: monologue, dramatic irony, foreshadowing, analytical paragraphs and understanding how to structure an analytical characterisation, links to context and other plays response effectively ● Thematic study: Dreams, Race & Identity, Gender and Equality, ● Develop understanding of writer’s intentions and readers’ response Poverty & Class through exploration of language and structure within poetry ● Writer’s intentions and audience response through analysis of ● Develop the skill of comparative writing through exploration of poems - language and structure focus on understanding of comparing two poems linked by theme ● How contexts influence writer’s intentions and audience responses ● Comparative writing analysing main characters and themes Assessment ● Spring 1 - Analytical paragraphs focused on theme ● Spring 2 - QMHW – Review of the play ‘A Raisin in The Sun’ (including QM) ● Spring 2 - QMA - A short, comparative analytical essay on two poems studied Future links ● GCSE - Jekyll & Hyde, Lang - Comp 2, An Inspector Calls, Poetry ● Year 9 World Voices, GCSE Poetry Anthology and Unseen Poetry Anthology and Unseen Poetry 13
English Year 8 Curriculum Map 2021-22 Topic Non-Fiction (Summer 1) (& 2 weeks exam revision) Fractured Fairy Tales (Summer 2) Prior links ● Year 7 units - War and Conflict and Animal Farm - exploration of fiction ● Year 7 units - War and Conflict and Animal Farm - exploration of fiction and non-fiction texts reading and writing ● Year 8 units - The Gothic, A Christmas Carol and ARITS - exploration ● Year 8 - The Gothic and A Christmas Carol units - narrative construction of 19th century texts and key elements of creative writing Key Content ● Read and annotate 19th & 21st century non-fiction texts - focus on ● Read original versions to establish conventions of fairy tales Knowledge understanding writer’s point of view and intentions and use of language ● Read a range of modern fairy tales (e.g. Angela Carter's The Werewolf Skills ● Read and annotate 20th Century fiction extracts - focus on etc) highlighting differences understanding writer’s point of view and intentions and use of language ● Use of ambitious vocabulary and sentences for effect via exploration of a ● Analysing non-fiction and fiction texts: using topic sentences, retrieving range of authors and styles quotations effectively, making inferences with a focus on language, ● ‘Show don’t tell’ through word choice developing analytical paragraphs and understanding how to structure ● Accuracy & VSPAG - use a range of vocabulary, punctuation and an analytical response effectively grammar for effect ● Creative fiction and non-fiction writing - focus on using the appropriate ● Features of the writers’ craft, the narrative arc, characterisation, settings techniques and conventions and other narrative features ● Analytical writing on short fairy tales: using topic sentences, retrieving quotations effectively, making inferences with a focus on language, developing analytical paragraphs and understanding how to structure an analytical response effectively Assessment ● Summer 1 - QMHW – Letter writing using techniques for effect ● Summer 2 - QMA – End of Year EXAM: non-fiction extract analysis and (including QM) creative writing ● Summer 2 - QMHW Google Classroom MCQ on A Christmas Carol and A Raisin In The Sun Future links ● Year 9 World Voices, GCSE Lang - Comp 1 and Lang - Comp 2 ● Year 9 World Voices and Short Stories units, GCSE Lang - Comp 1 14
Science (Biology)Year 8 Curriculum map Topic 8C Breathing and Respiration (Autumn Term) 8D Unicellular Organisms (Autumn Term) Prior links KS3: Recalling levels of organisation in organisms, describing KS2: Recalling microorganisms as tiny living things. adaptations of cells, describing the difference between breathing and KS3: Describing interdependence, explaining diffusion, describing respiration, an understanding of the circulatory system, explaining how enzymes work, describing kingdoms and the process of surface area. photosynthesis, describing anaerobic respiration Cross-curricular links PE – effects of exercise on pulse and breathing rates Food technology – baking, brewing, yoghurt-making, cheesemaking History – use of chemical weapons, for example, in the First World War Key Content Describe the role of diffusion in the movement of materials. Describe cells as the fundamental unit of living organisms. (Knowledge) Describe the structures and functions of the human gas exchange Explain the importance of photosynthesis for all life on Earth. system and the impact of smoking on this. Compare plant and animal cells. Explaining how breathing occurs, using pressure models. Compare aerobic and anaerobic respiration (including fermentation) Explain the role of the stomata in gas exchange in plants. and use word equations for these. Compare aerobic and anaerobic respiration (including fermentation) and Describe adaptations of unicellular organisms. by using word equations. Describe the hierarchical organisation of living organisms. Describe the carbon cycle. Key Content Understand how scientific theories develop and calculate results. Presenting observations and data using tables and graphs (pie (Skills) charts). Assessment QM assignment with focus on practical & numeracy skills End of unit test - teacher marked (QM) (including QM) Future links Edexcel GCSE Biology CB6 Plant Structures and their Functions and Edexcel GCSE Biology CB1 Key Concepts in Biology, CB9 CB8 Exchange and Transport in Animals Ecosystems and Material Cycles, CB8 Exchange and Transport in Animals and CB6 Plant Structures and their Functions 15
Science (Biology)Year 8 Curriculum map Topic 9A Genetics and Evolution (Spring Term) 9B Plant Growth (Summer Term) Prior links KS3: Identifying variation within and between species and KS3: Interpreting food webs, recalling the process of photosynthesis, environmental and inherited causes, classifying variation as continuous understanding what limiting factors are and describing the carbon and discontinuous, describing what an ecosystem is and adaptations of cycle, recalling the main food groups, describing the importance of organisms, describing how organisms are classified, recalling what food pollinators, describing reactions as exothermic and endothermic. biodiversity and extinction are, describing DNA as a polymer. Cross-curricular links 9Ac – Art – DNA models 9Bd – Geography – the Green Revolution and the breeding of rice by the International Rice Research Institute Key Content Describe heredity as the process by which genetic information is Describe cells as the fundamental unit of living organisms. (Knowledge) passed on. Explain the functions of organelles inside a cell. Describe reproduction in humans and the functions of male and female Describe the process of diffusion. reproductive systems. Explain the process of photosynthesis. Describe reproduction in plants. Describe the role of stomata in gas exchange in plants. Explain the role played by Watson, Crick, Wilkins and Franklin in the Describe reproduction in plants and the importance of this in food discovery of DNA and use a simple model to explain the link between security. DNA, genes and chromosomes. Explain how leaves are adapted for photosynthesis. Describe variation as continuous and discontinuous and graphically Compare aerobic and anaerobic respiration and use word equations. represent this. Describe how organisms are interdependent. Explain the importance of variation in natural selection and extinction. Explain bioaccumulation. Explain the importance of maintaining biodiversity. Explain the importance of maintaining biodiversity. Key Content Undertake basic data analysis, including simple statistical techniques Evaluate data, showing awareness of potential sources of random and (Skills) (probability). systematic error (bias and validity). Assessment End of unit test - teacher marked (not QM) QM assignment with focus on literacy skills. (including QM) Future links Edexcel GCSE Biology CB3 Genetics, CB9 Ecosystems and Material Edexcel GCSE Biology CB1 Key Concepts in Biology, CB2 Cells and Cycles and CB4 Natural Selection and Genetic Modification Control, CB6 Plant Structures and their Functions and CB9 Ecosystems and Material Cycles 16
Science (Chemistry) Year 8 Curriculum map Topic 8F Periodic Table (Autumn Term) 8E Combustion (Autumn Term) 8G Metals and their uses (Autumn Term) Prior links KS2: Comparing and grouping materials and KS3: Describing features of chemical KS2: Comparing and grouping materials and explaining reversible and irreversible changes. reactions, describing energy transfers, explaining reversible and irreversible changes. KS3: Describing the differences between describing the carbon cycle. KS3: Describing the differences between chemical and physical changes, describing chemical and physical changes, describing elements, mixtures and compounds, using word elements, mixtures and compounds, using word equations and chemical symbols, identifying equations and chemical symbols, identifying metals and non-metals and identifying signs of a metals and non-metals and identifying signs of a chemical reaction. chemical reaction. Cross-curricular links History – development of ideas English – History – the history of industrial development. History – the Bronze and Iron Age and uses of debating an issue available metals and alloys Key Content Describe a simple atomic model. Describe the differences between atoms, Use chemical symbols, formulae, and word (Knowledge) Describe differences between atoms, elements, elements, and compounds. equations. and compounds. Use chemical symbols, formulae, and word Describe and identify a ‘pure substance’. Use chemical symbols, formulae, and word equations. Describe types of mixtures. equations. Explain conservation of mass and changes of Explain how salts are made in reactions of acids Describe physical and chemical properties of state in reactions. with metals. different elements. Describe combustion, thermal decomposition, Compare physical and chemical properties of Describe the layout of the Mendeleevian and oxidation, and displacement reactions. elements, including metals and non-metals. modern periodic tables and how predictions can Compare endothermic and exothermic Describe combustion, thermal decomposition, be made using this information. reactions. oxidation, and displacement reactions. Describe properties of metals and non-metals. Explain what catalysts do. Describe the reactivity series. Describe the properties of metal oxides. Explain the composition of the atmosphere and the effect of climate change. Key Content Interpret observations and data to identify Select, plan and carry out scientific enquiries to Make and record observations and (Skills) patterns and draw conclusions, present test predictions and identifying variables. measurements and evaluate the reliability of reasoned explanations and evaluate data. methods to suggest possible improvements. Assessment End of unit test- teacher marked (QM) No assessment is associated with this unit End of unit test- teacher marked (not QM) (including QM) Future links Edexcel GCSE Chemistry (CC4/SC4 The Edexcel GCSE Chemistry CC16/17 Edexcel GCSE Chemistry (CC7 Covalent periodic table) Fuels/Atmosphere and CC11/SC11 Obtaining molecules and Types of substances, CC11 and using metals Obtaining and using metals, CC13 Groups in periodic table 17
Science (Chemistry) Year 8 Curriculum map Topic 8H Rocks (Spring Term) 9E Making materials (Summer Term) 9F Reactivity (Summer Term) Prior links KS2: Comparing and grouping rocks KS3: Describing the difference between atoms and KS3: Recall the meaning of thermal (including cross-disciplinary based on their properties and molecules, using word equations. describing sources decomposition, recalling the fire triangle and links) describing how fossils are made. of pollutants, describing exothermic and endothermic combustion reactions, ordering metals in order of 7H unit: Describing atoms, elements, reactions, polymers and the carbon cycle, describing reactivity, recalling how metals are extracted from compounds and mixtures and changes involving energy transfer. ores. chemical and physical changes. Cross-curricular links Geography – climate change, Geography – mining and metal extraction geological maps of the UK Key Content Describe the composition and Use chemical symbols, formulae, and word equations. Describe a simple atomic model. (Knowledge) structure of the Earth. Describe and identify a ‘pure substance’. Use chemical symbols, formulae, and word Describe the rock cycle and the Describe combustion, thermal decomposition, equations. formation of igneous, sedimentary oxidation, and displacement reactions. Explain conservation of mass and changes of state and metamorphic rocks. Compare endothermic and exothermic reactions. in reactions. Explain earth as a source of limited Describe properties of ceramics, polymers, and Describe combustion, thermal decomposition, resources and the efficacy of composites. oxidation, and displacement reactions. recycling. Explain the production of carbon dioxide by human Compare endothermic and exothermic reactions. activity and the impact on climate. Describe the reactivity series and reactions of Explain earth as a source of limited resources and the metals with oxygen, water, and acids. efficacy of recycling Key Content How the scientific method is adapted Understand how scientific theories develop over time. Solve problems involving percentage change, (Skills) for mainly observational sciences, including percentage increase and decrease. such as geology. Assessment QM assignment with focus on End of unit test- teacher marked (QM) QM assignment with focus on practical and (including QM) literacy skills numeracy skills Future links Edexcel GCSE Chemistry CC16 Edexcel GCSE Chemistry (CC7 Covalent molecules Edexcel GCSE Chemistry CC11 Obtaining and Fuels and Atmosphere, CC11 and types of substances, CC16 Fuels using metals, CC17 Earth and atmospheric Obtaining and using metals science and CC15 exothermic and endothermic reactions 18
Science (Physics) Year 8 Curriculum map Topic 8K Energy Transfers (Autumn Term) 8L Earth and Space (Autumn Term) 8I Fluids (Spring Term) Prior links KS3: Recalling ways in which energy is transferred and KS2: Describing the movement planets KS2: Classifying substances as solids, liquids, or gases. stored, the law of conservation of energy and what is relative to the Sun, use the idea of the KS3: Comparing chemical and physical changes, meant by the efficiency of a machine. Earth’s rotation to explain day and night. describing the effects of balanced and unbalanced 7K unit: Describing the difference between forces on objects, understanding pressure, interpreting weight and mass. heating curves. Cross-curricular D&T – how the design of buildings and appliances can Geography - use of map and compass for D&T – taking account of operating temperatures in links impact individuals and the environment. navigation. design Geography – how humans cope with living in different History – Polar exploration environments D&T –design of moving objects Key Content Compare power ratings of appliances in watts (W, kW). Describe non-contact forces. Describe water and air resistance. (Knowledge) Compare amounts of energy transferred (J, kJ, kWh). Explain gravity forces acting at a distance on Explain why atmospheric pressure decreases with Describe domestic fuel bills, fuel use and costs. Earth and in space. increase of height. Describe heating and thermal equilibrium. Describe forces between magnets, magnetic Explain why pressure in liquids, increases with depth Compare energy transfers by conduction, convection, poles and magnetic fields. and describe upthrust effects, floating and sinking. and radiation. Explain the use of a compass in navigation. Calculate pressure as force over area. Describe the use of insulators. Calculate weight as mass × gravitational Compare melting, freezing, evaporation, sublimation, Describe energy as a quantity that can be quantified. field strength (g), on Earth and the moon. condensation and dissolving. Explain the law of conservation of energy. Describe our Sun as a star, other stars. Compare density differences, between solids, liquids Compare the starting with the final Describing increases Explain how we get different seasons. and gases. and decreases in the amounts of energy associated with Describe light year as a unit of astronomical Compare chemical and physical changes. temperatures. distance. Explain changes of state (including the effect of temperature), shape and density in terms of particles. Explain the anomaly of ice. Key Content Pay attention to objectivity and concern for accuracy, Apply mathematical concepts and calculate Apply mathematical concepts and calculate results. (Skills) precision, repeatability, and reproducibility. results. Assessment QM assignment with focus on literacy skills No assessment is associated with this unit QM assignment with focus on practical & numeracy (including QM) skills Future links Edexcel GCSE Physics CP3 Conservation of energy and Edexcel GCSE Physics CP2 Motion and Edexcel GCSE Physics CP2 Motion and forces, CP12 CP9 Electricity and circuits forces and SP7 Astronomy Particle model and CP13 Forces and matter Edexcel GCSE Astronomy (for selected students only) 19
Topic 8J Light (Spring Term) 9I Forces and Motion (Summer Term) 9J Force fields and electromagnets (Summer Term) Prior links KS2: An understanding that light travels in straight 7K unit: Identifying forces on stationary and moving 8Lunit: Recalling how magnets affect other magnets lines. objects and describing the effects of balanced and and magnetic materials, describing what causes a KS3: Recalling that energy is transferred by unbalanced forces. gravitational field. waves, describing waves and recalling that waves 7I unit: Recalling ways in which energy can be stored 7J unit: Describing how current and voltage behave in travel at different speeds in different materials. and transferred. series and parallel circuits. Cross- Drama – Use of stage lighting History – development of technology D&T – evaluate new and emerging technologies. curricular links ICT – Multimedia graphics, presenting information D&T – use of levers Art – Use of colour Key Content Compare light waves and waves in matter. Calculate speed as distance/ time. Describe non-contact forces. (Knowledge) Describe light waves travelling through a vacuum Interpret distance–time graphs. Describe gravity forces acting at a distance on Earth and the speed of light. Describe relative motion. and in space. Describe the transmission of light through Explain the use of simple machines. Explain forces between magnets and forces due to materials. Calculate work done. static electricity. Use a ray model to explain imaging in mirrors, the Describe forces as pushes or pulls and give examples Measure current in amperes, in circuits. pinhole camera, refraction, and the human eye. of non-contact forces. Compare series and parallel circuits. Describe light transferring energy from source to Use and interpret force arrows in diagrams and Describe potential difference, measured in volts. absorber leading to chemical and electrical measure forces in newtons. Calculate resistance. effects. Describe forces associated with deforming objects. Explain the transfer of electrons and separation of Compare the eyes and a camera. Explain water and air resistance. positive or negative charges when objects are rubbed Describe white light and the use of prisms. Compare processes that involve energy transfer. together Describe energy as a quantity that can be quantified Describe an electric and magnetic field and represent and recall the law of conservation of energy. these. Describe changes in positions in a field, in elastic Explain magnetic effect of a current and distortions and in chemical compositions. electromagnets. Calculate gravity as mass × gravitational field strength (g) Key Content Use of conventions in scientific communication. Apply mathematical concepts and calculate results. Process data and give answers to an appropriate (Skills) degree of accuracy Assessment End of unit test – teacher marked (not QM) End of unit test – teacher marked (QM) No assessment is associated with this unit. (including QM) Future links Edexcel GCSE Physics CP4 Waves and CP5 Edexcel GCSE Physics CP1 Motion and CP2 Motion Edexcel GCSE Physics (CP2 Motion and forces, CP9 Light and the EM spectrum) and forces Electricity and circuits and CP10 Magnetism and the motor effect 20
Geography Year 8 Curriculum map (Autumn Term) Topic 1. Down to the River 2. Living in a Risky World Prior links KS3: First lesson explores prior knowledge. Erosion and hard/soft engineering were introduced as a coastal exemplar in My Place in the World. Y8: in the preceding unit (Down to the River), students have looked at a local flood in Y7 UK unit: UK’s main rivers. London: River Thames - Thames flood barrier. the UK in terms of causes, impacts and responses to a flood. Students will have a basic knowledge of physical features/upland areas from Most students will have some KS2 knowledge/understanding of tectonic hazards. KS2 Geography (mountain environments) and science of the water cycle and may have some knowledge/ understanding of river features and processes from KS2. Key Content 1. What are rivers like? Knowledge 2. Why don’t rivers run out of water? 1. What is a natural hazard? What is risk? How do these vary in different 3. The hydrological cycle, drainage basin features and drainage basic locations and for different people? water cycles 2. How do different hazards and risk vary across the world? (GIS) 4. How do rivers change from source to mouth? 3. What hazards arise from tectonic movement? 5. How do rivers work? 4. What are the causes of earthquakes/volcanic eruptions? 6. How do erosion, transport and deposition create landforms? 5. What are volcanoes like? composite/shield volcanoes 7. Why do rivers flood? 6. Why do people live in areas of volcanic risk? 8. How does river flooding affect people/the environment? 7. How do volcanic hazards affect people? 9. What strategies can be used to protect against flooding? 8. How can the risk of volcanic hazards be mitigated? Predicting volcanic eruptions using GIS) Assessment Rivers test peer-marked - short answer and explanation of the formation of either waterfalls or meanders (not QM) Living in a Risky World QM: tectonic hazards structured Qs - describing global distribution, explaining physical processes, identifying and assessing impacts of and QM: Journey of a Pebble: physical processes and landforms responses to a volcanic eruption. Future links Y8: Risky world - flooding as a hazard is a launching pad for looking at other Y9: Tectonic Hazards - AQA gives the choice of studying either earthquakes or hazards e.g. earthquakes, malaria. Local hazard in a HIC in this unit feeds volcanoes in depth and they will do earthquakes. By studying volcanoes in depth in into a comparison of a LIC hazard in the next unit, Living in a Risky World - Y8, concepts of causes, impacts, responses and PPP are embedded now, to be volcanic eruption and an evaluation of the relative significance of different developed in KS4. Other hazards are studied in KS4 - Tropical Storms, weather hazards hazards in the UK and river flooding. Concepts of classifying, comparing and Y10: Coastal landscapes in the UK - erosion, transport, deposition evaluating impacts and strategies for mitigating risk underpin all of these studies. Y11: River landscapes in the UK (river processes, features and KS5: Population and Health: communicable Diseases (exemplar - malaria and (Covid characteristics, physical and human causes, impacts of flooding, hard vs soft 19?), non-communicable diseases - CHD), concept of epidemiological transition engineering) 21
Topic 3. Changing Asia ( Spring Term) 4. Saving our planet ( Summer Term) Prior links KS2: Students have had some experience usings maps, atlases, globes and KS2: Students may have some knowledge and understanding of environmental (including digital/computer mapping to locate countries and describe features studied. issues eg. air pollution by looking at the negative effects and how to reduce them. KS2) Many will have watched David Attenborough documentaries and CBBC which Y7: Changing places unit raises awareness on a wide range of global environmental issues. KS3:Cold environments unit- plastic pollution and global warming Africa unit- desertification, deforestation Key 1. Physical and human geography of Asia continent. Content 2. Where and what is the 'Middle East'? 1. What are the world’s most important environmental global issues? Knowledg 3. Physical and human geography of China (relief, deserts, rivers, main cities) 2. What is global warming and climate change? e 4. Population distribution in China. (Correlation between population density and 3. Make deforestation history (tropical rainforest) physical geography (relief, coasts, climate etc.) 4. Animal extinction 5. Where do people live in China? (describing distribution from a choropleth map) 5. How can we solve plastic pollution? 6. Urbanisation in China: push factors and pull factors, rural-urban migration. 6. Global futures/ population and resources 7. To understand why China is a Newly Emerging economy 7. Students are to choose an environmental issue they are passionate 8. To evaluate the advantages and disadvantages of TNCS to host countries about and create a presentation to share with the class. 9. What are the challenges in China’s growing cities? 10. Sustainable development ( water transfer schemes/ Belt and road initiative) 11. To demonstrate an understanding of how China has changed from its past to present, and predicting China’s future Assessme Population Challenges in China QM: Structured questions Global warming and climate change QMA- structured questions nt Extended writing task on Changing China QM Group presentation on a global issue- peer assessment Future Y9: Development Gap links Y10: Urban issues and challenges Y11 The Challenge of Natural hazards: Climate change Y11: Changing economic world Y9 The Living World: Tropical rainforest Y10 Urban Issues and Challenges: Squatter settlements Y11 The Changing Economic world- Development Gap Y11 The Challenge of Resource Management- Food, water, energy 22
Year 8 Curriculum map in History Autumn Term Topic What was the impact of the British Industrial Revolution and how Why have democracy and rights increased since the 1800s? should we tell the story of abolition? Prior links This unit draws on the second order concepts of continuity and change; This thematic unit draws upon student ability to compare and contrast differing significance; as well as sources and interpretation that was developed in periods of history. The themes of democracy and rights link to concepts studied Y7. It begins to make connections between the development of the British in citizenship Empire, the Industrial Revolution and the slave trade. Key Content The Industrial Revolution: Changing Democracy: Knowledge ● How did the Industrial Revolution impact on peoples’ lives? Skills Transatlantic Slave Trade: ● How has democracy changed over the last 1000 years? ● Why were the British so worried about their Empire in the 1780s? ● Why is Peterloo historically significant? ● What was life like in Africa before the slave trade? ● How did more men get the vote in the 19th Century? ● What was Britain’s role in the Transatlantic Slave Trade? ● What role did suffrage campaigners play in securing votes for women? ● What was life like for enslaved Africans on plantations? ● Who was really responsible for the abolition of the slave trade? Increasing Rights: ● What was the influence of the slave trade on London? (Local History) ● How did Trade Unions develop in the 20th Century? Skills: Sources and interpretation; significance; continuity and change. ● What is historically significant about the Grunwick dispute? (Local History) ● Why did LGBTQ rights change? ● How was Apartheid abolished? Skills: Significance; cause and consequence; similarity and difference. Assessment Extended Writing: How should we tell the story of abolition? Design a Extended Writing: ‘The main factor that led to an increase in democracy and documentary that tells the story of the abolition of slavery in the British rights in Britain was war’. How far do you agree with this statement? Empire. Future links Industrial Revolution links to the unit on ‘power’ in the Spring Term. Study Thematic skills developed in this unit link to the Migration, Empires and People of the slave trade and the development of the British Empire links with unit that is studied at Key Stage 4. GCSE unit Migration, Empires and People. 23
Spring Term Topic What was life like for Soldiers in the First World War? How did the Second World war impact the lives of civilians? Prior links This unit draws on the second order concepts of causation, consequence This unit draws on prior knowledge from the previous term as well as and historical empathy. Some students may have studied the Great War developing second order concepts such as causation. at primary school and in their English lessons. Key Content The start of the First World War: The War in Europe: Knowledge Skills ● Why did war break out in 1914? ● Why did war break out in 1939? ● Why did men volunteer to fight in the First World War? ● What were the main turning points in the Second World War? Life in the Trenches: ● What role did Bentley Priory play in the Battle of Britain? (Local History) ● What was life like on the Homefront in WW2? ● What was fighting like in the First World War? ● What was it like to live in the trenches in the First World War? The War in the Pacific: ● What did soldiers do when they weren’t fighting? ● How did the First World War End? ● What was the War in the Pacific? ● How does Harrow remember the First World War? (Local History) ● Why did America drop the atomic bomb on Japan? Skills: Cause and consequence; significance; evidence and ● Was dropping the atomic bomb justified? interpretation. Skills: Causation, evidence and Interpretation. Assessment Source Analysis: Select two sources to be included in a museum Extended Writing: ‘The most important reason for America dropping the atomic exhibition that would be useful to explain what it was like to be a soldier in bomb on Japan was to end the war swiftly’ How far do you agree with this the First World War. interpretation? Explain your answer. Future links The impact of the First World War underpins much of the 20th Century The content in the unit links with units studied at KS4. history that is studied in Y8. 24
Summer Term Topic How did 20th Century dictatorships impact peoples’ lives? How should we tell the story of migration to Britain since 1945? Prior links (including This unit draws upon context from previous units on the two World Wars This unit develops the theme of migration that is visited throughout the KS3 KS2) as well as themes studied in PRE. History Curriculum. It also links to unite studied in Geography and Citizenship at KS3. (Cross curricular?) Key Content The Holocaust: Causes of Migration: Knowledge Skills ● What were the similarities between Hitler and Stalin? ● What does it mean to study the history of Britain? ● What was life like for Jews before the Holocaust? ● Why did people move to Britain after 1945? ● What was the impact of the Holocaust on Jews in Europe? ● How should we remember the Holocaust? Consequences of Migration: ● What impact has Jewish migration had on London since WW2? (Local History) ● What was the experience of migrants to Britain? ● What was the impact of migration on Britain? The Cold War: ● What impact has migration had on Harrow? (Local History) ● How should we tell the story of migration to Britain? ● What was the Cold War? ● What was life like behind the Berlin Wall? Skills: Cause and consequence; similarity and difference; knowledge and understanding; change and continuity. Skills: Cause and consequence; similarity and difference; evidence and interpretation. Assessment Extended Writing: Design a memorial to the Holocaust. Explain why you Presentation: Design and present a plan for a museum exhibition which tells (including QM) have chosen your design. the story of migration to Britain since 1945. Future links This unit developed understanding of the Holocaust as well as giving Migration, Empires and People is one of the units studied at GCSE. context to the Cold War. Both of these units will be studied in the future. 25
PRE Year 8 Curriculum Map Autumn Term Topic Religious Responses to Pacifism The Universe Prior links -Thematic module that builds on year 7 knowledge of Christianity and Hinduism. There is -Builds on understandings of God as creator from Y7 Christianity units also an Islamic element which builds on KS2 knowledge and builds on the Islamic -Develops philosophical thinking started in Y7 problem of evil unit knowledge gained in the previous unit. -Complements science: evolution, the Big Bang -Links with History and citizenship. Key Content Key question: should religious people be pacifists? Key Question: Was the universe created by God? Knowledge/ Knowledge: Knowledge Skills The concept of pacifism and religious responses to it. -empiricism vs revelation -different types of protest -Genesis account of creation -religious beliefs of Martin Luther King, Gandhi and Malcolm X -The Big Bang -Non-violence (Ahimsa) and Hindu responses to violence. -Different Christian creationist responses to the Big Bang - “Golden rule” and pacifism in Christianity -Muslim responses to the Big Bang -Jihad and Islamic concepts of pacifism -The design and first cause arguments Skills Skills: -Making cross curricular links -Religious literacy -Critical thinking -Use of key terms and teachings -Philosophical enquiry -Scriptural application -Scriptural interpretation -Understanding and using quotes to back up ideas. -Comparing and contrasting differences within and between religions –Comparing and contrasting different real life case studies -Developing a personal viewpoint -Making links between history, politics, citizenship and P.R.E -Creativity -Identifying the influences religious beliefs have on believer’s actions Assessment - Written extended question: -Written extended question: (including QM) ‘Religious people should be pacifists.’ (QM) ‘The universe was created by God.’ Future links KS4: Strong link with war and peace unit at both GCSE and in the conflict unit of core KS4: GCSE Beliefs units and Themes B and C PRE. Assessment style relates to GCSE questions KS5: Tawhid, Religion and Science KS5: link with war and peace unit and matters of human life on themes paper. 26
PRE Year 8 Curriculum Map Spring Term Topic Life After Death: Hinduism Prior links Builds on Hindu concepts of ahimsa, atman, Brahman covered in Year 7 ethics unit on animal rights and Year 8 thematic study on pacifism and Gandhi’s use of ahimsa and reasons for non-violent protest. Due to the high numbers of students from a Hindu background some of our students will have a basic knowledge of Hinduism. Key Content Key question: What are the key Hindu concepts about the soul and the afterlife? Knowledge/ Knowledge: Skills ● Understanding and making links between key Hindu concepts, including samsara, Brahman, atman, dharma, maya and karma ● For students to recognise the percentage of Hindus in the local community ● Dualistic nature of the soul, atman and Brahman ● Purpose and meaning of this life in Hinduism, avoiding samsara and achieving Moksha ● The impact of beliefs in karma and caste and how this influences behaviour ● Understanding evidence for Hindu beliefs on the afterlife and different religious and philosophical responses to this ● Investigating evidence for and against a belief in the after life ● Some aspects of this unit will also lead into Year 8 options process and taster lesson Skills: ● Use of key terms to develop religious literacy ● Understanding how Hindu concepts are interlinked ● Philosophical enquiry and reflection on different perspectives relating to the soul and the afterlife (e.g. monism, dualism) ● Evaluating different philosophical and religious responses to life after death ● Reaching logical and justified viewpoints through discussion Assessment Written assessment, a range of questions to mirror GCSE style knowledge and understanding questions, and a shorter evaluation question (QM). (including Board game and write up for homework task. QM) Future links KS4: GCSE Themes where having comparative religious views to ethical issues is a valuable skill: especially sanctity of life, afterlife and ahimsa KS5: Philosophy unit Self Death and the Afterlife Please note that in this term we will also spend some time in lessons discussing GCSE options with Year 8 students and completing some taster activities for this. 27
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