Year 8

Semi-abstract art – Annibot (animal robot) isometric design

Architectural styles – Ceramic fireplace (candle holder) design and sculpture 

Architectural styles – sculpture embellishment 

Cubist portrait – lino production print 

Abstraction – mixed media drawing 

Data Representation: Students will explore how data is stored and represented digitally. Students will understand how text, images, and sound are converted into binary form.

Small basic programming: Students will learn fundamental programming concepts using Small Basic, developing problem-solving and logical thinking skills. Students will safely create programs that model real-world problems and strengthen computational thinking.

Hardware, software, system security and logic gates: Students will learn about computer components, storage devices, and logic gates. Students will also explore system security and safe computing practices, understanding how hardware, software, and cybersecurity work together.

Product Design/Engineering – Container 

Students are introduced to more advanced product design in view of making an end product of a container, students will work with a range of marking out and practical equipment to produce and end outcomes. Students will learn about logo design, types of plastic and SMSC issues in product design.

Food – Multicultural Meals 

Students will be introduced to more advanced food technology in view of making a final dish of their choosing. Students will work with a range of equipment and oven features as they learn about different food cultures and environmental issues associated with food.

Textiles – Graffiti

Students will be introduced to more advanced textiles through creating a range of samples in view of making an end product of a selfie art inspired cushion. Students will work with a range of marking out and practical equipment to produce an end outcome.

Travel Writing: Students will develop their understanding of the conventions of non-fictional travel writing and use their knowledge to create their own written piece.
Macbeth-tragedy: Students will deepen their understanding of the tragedy form as they begin to understand what makes Macbeth a tragic play and the contextual backdrop of it.

War poetry: Students will learn about war poetry, exploring why soldiers chose poetry to express their experiences and feelings.
Letter writing: Students will learn about the importance of letters and produce their own to voice an opinion in a letter to the council.

Ghosts and ghouls: Students will be introduced to Gothic conventions and be exposed to a range of Gothic texts.
The Woman in Black: Students will build on their prior knowledge of the Gothic and analyse the supernatural conventions in the modern novel and consider the protagonists development throughout the novel.

Volcanoes: Students will gain an introduction to plate tectonics and natural hazards, as they focus on the cause and impacts of volcanic eruptions. They will be able to identify constructive and destructive plate boundaries and describe how movement can cause volcanic eruptions.

Urban geography: Students will understand the concepts of urbanisation and growth in UK cities and compare opportunities and challenges of urbanisation in HIC’s and LIC’s. Students will also look at sustainable urban living.
Environmental issues: Students will look at global warming and extreme weather and begin to assess sustainable solutions. They will also assess the impact of human activity in ocean ecosystems.

Development in the Horn of Africa: Introduction to the concept of development, development gaps and inequality, as students learn about concepts of poverty and the promotion of economic development. They will be able to explain the causes of inequality in development and suggest strategies to reduce inequalities.

How revolutionary was the French revolution? Students will be able to explain concepts like monarchy and democracy and explain why the English Civil War and the French Revolution happened and assess how much impact they have on the way in which their countries were ruled
How far did life change in the Industrial Revolution? Students will be able to explain the concept of industrialisation and analyse sources to explain how the revolution changed Britain and affected different groups

How did the British Empire change the world? Students will be able to explain key concepts such as imperialism and independence as they explain how Britain formed it’s empire and assess its impact on different places
Why did the slave trade end? Students will be able to explain how the Transatlantic Slave Trade began and make links to how it helped the Industrial Revolution. They will also form judgements on why it was abolished and how it continued to affect the lives of freed people and the modern world today

Why was WW1 called the ‘war to end all wars’? Students will explain why both world wars started and explain the significance of key turning points in each war and their impacts on consequences
How did ordinary people protest for their rights in Britain? Students will be able to explain how ordinary people fought for their rights in the 19th and 20th centuries and how effective these campaigns were

Living in the wider world: careers – Career choices, study skills, pathways to your future, types of work, challenging stereotypes, factors affecting financial decisions and managing emotions and risk – followed by an end of term assessment on living in the wider world.
Health and wellbeing: Physical healthy – Road safety, factors effecting weight, immunisations and vaccinations, healthy eating, vaping, knife crime and basic first aid, bone, muscles and joints – followed by an end of term assessment on health and wellbeing.

Health and wellbeing: Mental health – Defining stigma, nutrition and exercise, positive relationships, bereavement and coping strategies and the impact of the online world, know your selfie – followed by an end of term assessment on mental health and wellbeing.
Relationships – Stable relationships, safety in relationship, roles in a family, sexism in the media and adoption.

Relationships – Oversharing online, cybercrime, online risks to consent, discrimination and prejudice, cyberbullying, upholding your right and those of others online – followed by an end of term assessment on relationships.
Living in the wider world: Beckfoot, Britain and beyond – Year 9 options, rule of law, role of citizens, parliament and monarch, SMSC: Define spiritual, moral, social and cultural – followed by an end of term assessment on living in the wider world.

Number – negatives, rounding
Geometry and measure – draw lines and angles, area, perimeter and volume, Pythagoras
Algebra – expanding and simplifying expressions, equations
Ration, proportion and rates of change – scales
Statistics – scatter graphs

Number – BIDMAS and decimals, fractions, percentages
Algebra – sequences, inequalities, simultaneous equations
Statistics – data types, averages, data representation
Geometry and measure – Transformations 1
Ratio, proportion and rates of change – ratio

Algebra – linear graphs
Geometry and measures – 2D and 3D shapes
Probability

Film Trailer: Students will use their stagecraft and performance skills to perform a film trailer – they will devise their own trailer to advertise to the audience, using techniques such as physical theatre, direct address, voice over, montage and slow motion.
World War 1: Students will use their performance and stagecraft skills to perform a scene set in the trenches using techniques like monologue, physical theatre, slow motion, tableau, split scene and soundscape to build tension.

Melodrama and pantomime: Students will be introduced to the conventions and techniques used in melodrama and pantomime using techniques such as direct address, asides, mime and slapstick comedy.
Styles of dance: Students will be introduced to a variety of dance styles such as street, jazz, musical theatre and contemporary. They will learn the choreography for three different pieces of dance repertoire and work on a final dance performance, extending the dance using the five key dance actions and choreographic devices.

Romeo and Juliet: Student will use their stagecraft and performance skills to stage key scenes from Romeo and Juliet including the prologue, a soliloquy and a fight scene, as they explore techniques to communicate mood and atmosphere through different styles.

Oracy: Revision of adjectives and opinions to describe a photo and give opinions on it to allow students to speak with increased confidence and better pronunciation.
Holidays: This unit ensures students have a cultural insight into places in Germany.

Media and Technology: Pupils will express views and opinions about books, TV shows, films and the internet.
Healthy Living: Pupils will express opinions on a healthy lifestyle and what one should and shouldn’t do.

School trips:  Students will learn key vocabulary to do with the house and home.
Retrieval/cultural capital: Students will complete a variety of comprehension, listening vocabulary and writing activities to reinforce their learning, while discussing Berlins complex history and the causes and consequences of its division.

Music and advertising: Students will compose jingles and explore the role of music in branding, understanding underscore and voiceovers

Blues: Students will study the 12-bar blues, improvisation, and syncopation while learning about its historical links to slavery

Pop music: Students will explore catchy hooks, baselines, and music technology, arranging their own pop songs

Film music: Students will learn about leitmotifs, underscoring, and composing music for film scenes

Latin American Music: Students will perform tango and samba rhythms, developing complex rhythmic and harmonic skills

Hip hop: Students will learn about the cultural impact of hip hop music as they write and perform rap lyrics, exploring beat-making and music technology

Oracy: Revision of adjectives and opinions to describe a photo and give opinions on it. Students revise questions words and take part in role-play situations.
Media and technology: This unit gives students the opportunity to discuss use of the internet and social media with young people.

Paris: Students are able to build upon their cultural capital through the study of Paris.
My identity: Students discuss their own characteristics and what they like/dislike.

Where you live: Students will learn key vocabulary to do with the house and home
Retrieval/French speaking countries: Students will complete comprehension, listening and writing activities to reinforce their learning while completing a mini topic about francaphone countries and comparing cultures, opportunities to explore this through film, literature and events.

Learners will consolidate core skills and basic tactical awareness in isolated practices, conditioned/larger full sided games, while consolidating knowledge of basic rules and leadership skills in cricket and rounders.

Learners will consolidate core skills and develop advanced tactical awareness in a range of isolated practices, conditioned and larger/full sided games while developing knowledge of advanced rules and leadership skills in badminton, football, basketball, netball and rugby.

Learners will consolidate core skills and develop advanced skills on the floor and larger apparatus in gymnastics, they will develop their choreographic devices and leadership skills in gymnastics. 

Learners will consolidate core skills and develop advanced tactical awareness in a range of isolated practices, conditioned and larger/full sided games while developing knowledge of advanced rules and leadership skills in badminton, football, basketball, netball and rugby. 

Learners will consolidate core skills and develop advanced skills on the floor and larger apparatus in gymnastics, they will develop their choreographic devices and leadership skills in gymnastics. 

Athletics – consolidation of core skills and development of advanced skills at faster pace/using age-appropriate equipment and developing further technical and tactical knowledge.

Evil and suffering: Students will explore the question if whether evil means God cannot exist

Atheism and Humanism: Students will explore atheist arguments and humanist values to learn how people can place meaning without religion

Science and religion: Students will learn that science and religious beliefs about truth, creation and evolution can be conflicting

Hinduism: Students will know key Hindu beliefs about the nature of God and how this is manifested in the form of different Gods and Goddesses

Sikhism: Students will know key Sikh beliefs about the nature of God, pilgrimage and equality, students will know about the lives of two gurus and how they influence Sikhs today

Rights and religion: Students will know that humans and animals have rights and what the main six religions trach about this

Chemistry: Periodic table and materials
Biology: Gas exchange, reproduction, photosynthesis and respiration
Physics: Sound and light

Chemistry: Earth and atmosphere
Biology: Ecosystems
Physics: Static electricity and electricity

Biology: Inheritance
Physics: Magnets, particle model and space