Curriculum Information Year 8 - Holy Family Catholic ... › assets › ... · Curriculum Leader: Mr P Singh Email: p.singh@holyfamily.waltham.sch.uk Autumn Term Spring Term Summer
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Year: 8 Subject: Art Curriculum Leader: Mr P Singh
Email: p.singh@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Me - Portraiture Pop Art Picasso’s Guernica slab pots
1. Introduction to portraiture 1. Introduction to Pop Art/ Warhol 1. Introduction and discussion on the Guernica,
2. Proportions of the head 2. Drawing of coke can copy a section
3. Features of the face 3. Monoprinting 2. Anti-war art using recent war in pairs
4. Pencil self-portrait 4. ‘How to monoprint’ poster 3. Design clay candle tealight holder (slab pot)
5. Francis Bacon artist study in chalk 5. Word into Art, add text to image on paper pattern
6. Chris Ofili artist study using mix-media 4. Create clay slabs
6. Linocut Printing
7. Develop photocopy of pencil portrait using 5. Add layers and cut out sections
7. How to make a pop Art wallpaper
watercolours
6. Paint further design clay slab pot
8. Linocut 2 making a wallpaper
8. Add things that represent them in
7. Glaze
background 8. Add tea-light candle, photograph and evaluate
9. Evaluating/presenting final outcome
Homework Homework Homework
1. Research artists and create “portraiture” title 1. Pop Art Poster 1. Guernica worksheet
page 2. Roy Lichtenstein Comic Strip 2. Find out about a recent war and bring in an article
2. Frida Kahlo Q&A 3. Pop Artist research and transcript 3. Create own collage version of Guernica
3. David Hockney Project 4. Everyday object drawing task 4. Create an information sheet that explains how to
4. Self-portrait in style of Bacon
5. Keith Haring analysis make a slab pot.
5. Self-portrait in style of Ofili
6. Refine final self-portrait 6. Create your own piece of street art
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
Mon 29th October - Mon 5th November Mon 11th - 25th February Mon 13th - 20th May
Drawing Drawing Drawing
Mixed media control Mixed media control Clay manipulation
Experimenting Experimenting Experimenting
Planning Planning Planning
Resilience Resilience Resilience
Resourcefulness Resourcefulness Resourcefulness
Reciprocity Reflectiveness Reciprocity Reflectiveness ReciprocityReflectiveness
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
Create a portrait of a family member or a Ask your family to describe where you live in Spanish Civil War/London Riots- Guernica was a
celebrity using one of the techniques you have their own words. Write a summary of their response to the bombing of Guernica in Spain.
learnt. thoughts and then create a visual of what they Create a response to the London riots.
have said.
Recommended Resources Independent Learning
Expectations
Students MUST have: drawing pencils (2B/4B),
rubber, sharpener, colouring pencils and a glue Students should spend at least 1 hour on homework
stick.
which could include planning and research. Students
Students could visit the following websites/galleries
could further their skills and understanding by
researching artwork online or visiting local galleries.
to develop ideas:
They could also attend art club which further enriches
Gallery websites:
students whilst complimenting the art curriculum.
http://www.saatchigallery.com/
http://www.tate.org.uk/
http://www.nationalgallery.org.uk/
http://www.vam.ac.uk/
Year: 8 Subject: Drama Curriculum Leader: Ms Hampshire
Email:s.hampshire@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Autumn: Stand Up! (Creating) Spring 1: Discovering Shakespeare Summer: Soaps (Evaluation)
(Performance)
Spring 2: Mugged
Homework Homework Homework
Drama is a practical subject, so homework set is in Drama is a practical subject, so homework set is in Drama is a practical subject, so homework set is in
most part of a practical nature and will consist of most part of a practical nature and will consist of most part of a practical nature and will consist of line
line learning, research into topics, collecting line learning, research into topics, collecting learning, research into topics, collecting stimulus for
stimulus for lessons and self and peer evaluations stimulus for lessons and self and peer evaluations lessons and self and peer evaluations where
where applicable. where applicable. applicable.
● Research on Civil Rights Movement of ● Line learning: Prospero and Miranda ● Students must watch a range of soaps to
study structure of episodes: plot, sub-plot,
1950’s America scene, from Shakespeare’s ‘The Tempest’ cliff-hanger, and climax.
● Research on Apartheid ● Line Learning: opening scene of Romeo ● Students must find a newspaper article of a
and Juliet (Montagues and Capulets gang serious incident that has happened in the past
● Research on 1968 Olympics clash) week. This article must be the stimulus for
● Evaluation for assessment, typed and ● Line learning: Selected scenes from their work in lesson
redrafted Mugged ● Evaluation for assessment, typed and
● Evaluation for assessment, typed and
redrafted
redrafted
Assessment Assessment Assessment
Dates/Topics/Skills Dates/Topics/Skills Dates/Topics/Skills
th th st
Stand Up! - Week beginning: Mon 29 Oct 2018 Discovering Shakespeare: Mon 11 Feb 2019 Soaps: Week beginning: Mon 13 May 2019
th th
of Feb 2019
th
Monday 5 Nov 2018 Mon 25 Mon 20 May 2019
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
Attend KS3 Drama club on a Monday to help Attend KS3 Drama club on a Monday to help Attend KS3 Drama club on a Monday to help
improve performance/levels. improve performance/levels. improve performance/levels.
Learning and applying the following explorative Learning and applying the following explorative Learning and applying the following explorative
strategies/skills: strategies/skills: strategies/skills:
● Still Image ● Communication
● Still Image
● Planning
● Thoughts Aloud ● Exaggeration
● Leadership
● Narration ● Split-Stage
● Teamwork
● Improvisation ● Whole Class Role-Play
● Presenting
● Marking the Moment ● Narration
● Performance
● Script reading ● Thoughts Aloud
● A range of explorative strategies
● Rehearsal and refinement ● Rehearsal and refinement
● Directing
● Directing ● Directing
● Costume Design
● Sound Design
● Lighting Design
Task: Create a detailed director’s concept for how Task: Taking the role of director in extra-curricular Task: Taking the role of director in extra-curricular
you might stage a key scene you have created in rehearsal time of a scene you are performing in rehearsal time of a scene you are performing in
class around the subject matter you are studying. class with your group class with your group
Include: Task: Create a detailed director’s concept for how
● Performance style and explorative strategies Task: Create a detailed director’s concept for how
you might use you might stage a key scene you have created in you might stage a key scene you have created in
● Lighting Design class around the subject matter you are studying. class around the subject matter you are studying.
● Costume Design Include: Include:
● Sound Design ● Performance style and explorative
● Audience Impact ● Performance style and explorative
strategies you might use strategies you might use
● Lighting Design ● Lighting Design
● Costume Design ● Costume Design
● Sound Design ● Sound Design
● Audience Impact ● Audience Impact
Recommended Resources Independent Learning
Expectations
http://youtube.com The Department runs KS3 Drama club for years
http://www.bbc.co.uk/schools/gcsebitesize/dram 7-9 on a Monday after school. The club is there
a/ to help students develop their use of explorative
http://www.bbc.co.uk/learningzone/clips/topics/s strategies, evaluative skills and individual and
econdary.shtml#drama group performance skills.
Year: 8 Subject: English Curriculum Leader (KS3): Mr Myers
Email: a.myers@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Prejudice and Inequality in Literature: Novel Study: My Swordhand is SInging by Shakespeare's ‘Merchant of Venice' OR
Malorie Blackman’s Noughts & Crosses Marcus Sedgwick ‘Romeo and Juliet’:
(playscript) and Poetry from Other Cultures In Reading lessons, students study Marcus In Reading lessons, students explore a full
Shakespeare play, looking at language, themes
In Reading lessons students look at complex Sedgwick’s Gothic/ Vampire novel in detail. and characters using active drama techniques.
themes and ideas through the playscript of They demonstrate comprehension of the They will develop further the understanding they
‘Noughts and Crosses’, adapted from Malorie themes, characters and events; explore the learned about Shakespeare’s world and writing
in Year 7 through detailed, higher level study
Blackman’s best selling dystopian novel. writer’s techniques, especially the building of
and theatrical performance.
Students are encouraged to examine links and tension and development of character; and In Writing lessons, students develop their skills
connections with the world they live in. explore the historical context of Eastern of Writing to Advise, inspired by their chosen
Students will also explore a short collection of European myths. They will have opportunities to Shakespeare play. Again, there will be a
significant focus on technical accuracy in this
Poetry from Other Cultures, especially those study extracts from range of similar texts,
unit.
poems which focus upon prejudice and including Dracula by Bram Stoker. Throughout Year 8 students will have
inequality. In Writing lessons, students will learn about opportunities to extend their independent
reading, through use of the LRC and
In Writing lessons, students will focus on narrative and descriptive techniques, and will independent reading activities in class.
learning the skills of Writing to Persuade and have an opportunity to demonstrate mastery of
Argue. Students will also be expected to these in their own writing. This unit will also
improve and enhance their technical accuracy focus on the acquisition of technical skills.
through a range of activities.
Homework Homework Homework
A range of tasks related to the unit of study, to Homework will be focused on the scheme of Homework will chiefly be focused upon the
be selected and completed independently by work above, and may include: study of the Shakespeare play, and might
include:
students over the course of a unit of study in ● Independent research tasks related to
● Further detailed research into
order to improve thinking skills. This is in theme of the novel
Shakespeare and his world;
addition to regular homework tasks related to ● Creative writing tasks ● Comparative and analytical writing;
● Tasks which focus upon technical ● Creative writing related to the text
accuracy
the scheme of work and wider Reading from Wider Reading from suggested texts on the KS3 ● Tasks which focus upon technical
suggested texts on the KS3 reading list. reading list accuracy
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
Assessment 29th Oct - 5th Nov 2018 Assessment 11th Feb. - 25th Feb 2019 Assessment 13th May - 20th May 2019
Students will be assessed on their ability to Students will be assessed on their ability to Students will be asked to analyse and comment
identify genre features in the novel and to analyse an extract of the play, and relate the upon an extract from their chosen Shakespeare
comment upon the writer’s techniques in an ideas within it to the text as a whole. play.
extract.
Writing is assessed in- class during this unit.
They will be asked to produce a piece of writing
that demonstrates the skills they have learned in
Writing is assessed in-class during this unit.
Speaking and Listening thresholds are gained writing lessons throughout the year.
Speaking and Listening thresholds are gained through participation in class work across each
Speaking and Listening thresholds are gained
term.
through participation in class work across each through participation in class work across each
term. term.
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
Attend one of the KS3 English Attend one of the KS3 English Attend one of the KS3 English
Extra-Curricular opportunities: Spoken Extra-Curricular opportunities: Spoken Extra-Curricular opportunities: Spoken
Word, BBC News Report/Journalism, Word, BBC News Report/Journalism, Word, BBC News Report/Journalism,
Carnegie Reading Group, trips and visits. Carnegie Reading Group, trips and visits. Carnegie Reading Group, trips and visits.
Complete independent contextual research to Use the themes and ideas in the texts studied Watch a range of Shakespeare productions.
show deeper insight into the novel’s themes. to produce ambitious, carefully crafted pieces Visit the Globe Theatre.
Use the themes and ideas in the novel to of creative writing. Produce a ‘no fear’ guide to one of the key
produce ambitious, carefully crafted pieces of Develop wider reading skills by reading a scenes.
creative writing. range of suggested texts from the KS3 Research another playwright from the same
Develop wider reading skills by reading a reading list. era as Shakespeare.
range of suggested texts from the KS3 Develop wider reading skills by reading a
reading list. range of suggested texts from the KS3
reading list.
Recommended Resources Independent Learning Expectations
English Department Reading list At KS3 we expect all students to read a
The School Library and Librarian variety of texts, both inside and outside of
BBC Skillswise (for literacy/punctuation skills) school.
Literacy Skills booklet Students should read challenging material
and use it to improve their own writing.
Students should take what they have learned
in class and use it to move their own learning
on to a different level, making links between
different subjects.
We expect all students to think creatively
when they approach reading and writing
tasks.
We expect all homework projects to be
managed and presented to a high level of
excellence, showing time-management and a
high level of effort.
Year: 8 Subject: Product Design - Food/ Textiles Curriculum Leader: Ms Salahi
Email: g.salahi@holyfamily.waltham.sch.uk
The students will do two terms of food and one term of textiles on a rotation.
Autumn Term Spring Term Summer Term
Theory work Theory work Theory work
● Revise Hygiene and Safety including the 4C’s ● Sauces - vegetable and roux sauce. ● Health and safety
● Revise nutrients and dietary goals. ● Meat and fish - importance in our diet ● Use of equipment
● Revise Eatwell guide ● Methods of cooking ● The sewing machine
● What is HACCP? Risk assessment of electric ● Food provenance - where does our meat ● Embellishments
Practical work
whisk. come from?
● Produce sampler - pin, tack, sew
● Methods of making cakes ● Food poisoning - causes and prevention
- Embroidery stitches
● How to work out the energy value of a dish. ● Convenience foods
- button/sequins/beads
● Fibre – its function and sources. How to ● Vegetarianism
● Produce portrait of themselves using
sweeten/flavour /increase fibre of a recipe ● Seasonality of food applique, embroidery and embellishments.
following dietary goals. ● Food miles
● Cereals and staple foods. ● Choices of food
● Pastry - types, how it is made. ● Revisit healthy eating and nutrients
● Rules for making pastry
Practical work
Practical work
● Mini Quiches
● Swiss roll/ fruit flan ● Patties or mini chicken pies
● Gâteau ● Vegetable Spring rolls/ Samosas
● Classic tomato ragu ● Upside down cake
● Macaroni cheese ● Fajitas
● Koftas ● Eclairs/ choux buns
● Cultural dish of their own choice.
Homework Homework Homework
● HACCP chart for a swiss roll/ fruit flan ● Research about a type of meat or fish ● Produce image board about vthemselves
● Design and plan gâteau ● Research how to add embellishments
● Evaluation of gâteau ● Write a production plan for chicken pies to ● Design their portrait – add annotations and
● Research a staple food include HACCP colour
● 3 suggestions to increase your fibre intake. ● Research religion and foods ● Complete step by step plan to make your
Modify recipe to increase fibre content. ● Produce a pamphlet/poster on seasonality. portrait. Bring recycled material and
● Production plan to make macaroni cheese ● Methods of cooking embellishments needed for your portrait
● Research different types of pastry ● Find out 4 interesting facts about eclairs / ●Complete production diary
● Which countries have curries in their cuisine? choux pastry ● Research how to attach the
What type of chillies are there? ● Find an appropriate recipe for your embellishments you will use. Write up your
multicultural assessment findings with any necessary diagrams
● Evaluation of multicultural food ● Research and produce a display on a
fashion designer of your choice.
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
Assessment 29th Oct - 5th Nov 2018 Assessment 11th Feb. - 25th Feb 2019 Assessment 13th May - 20th May 2019
Designing assessed via gateau practical Research skills assessed via meat and fish Designing skills assessed via portrait design
Planning assessed via macaroni cheese project and religion and foods project Research skills assessed via fashion designer
production plan Evaluation assessed via chicken pies project
Cooking skills assessed each practical Cooking skills assessed each practical
(peer/self/teacher assessed) (peer/self/teacher assessed)
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
● High level presentation skills. ● Writing a logical, sequenced time plan ● Detail in annotation and analysing
● When modifying recipe can give including HACCP information
detailed reasons for changes ● Research using more than one source ● Research using more than one source
● Writing a logical, sequenced time plan ● Students will show high level cooking ● Students will show high level sewing
including HACCP and presentation skills skills in their portrait
Recommended Resources Independent Learning
Expectations
Resources as provided by department. Most homework tasks are independent
Must bring in ingredients and a suitable, learning tasks. Students are set the task but
labelled container to take the food home.
http://explorefood.foodafactoflife.org.uk
use this program to analyse their diet and
nutritional content of the food they cook
For textiles collect recycled material
and embellishments n for your portrait
they have to interpret and fulfil the task in their own way. We expect all homework tasks to be managed and presented to a high level of excellence, showing time-management and a high level of effort.
Students should practise cooking the dishes at home.
Year: 8 Subject: French Curriculum Leader: Ms Sheik Oomar
Email: n.sheikoomar@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
● Induction & Au pays du lundi ● Révisions ● Update Student Guide and evaluation
● Qu’est-ce que tu fais? ● Assessments ● Où vas-tu le weekend?
● Voici ma salle de classe ● Update Student Guide and evaluation ● Tu veux aller au café?
● En focus ● Point de départ ● Vous désirez?
● Grammaire & Mon frre blanc ● Décris-moi ta famille ● Je vais visiter Paris!
● Qu’est-ce que tu portes? ● Où habites-tu? ● Révisions
● Ta journe scolaire ● Qu’est-ce que tu manges au petit ● Perfect tense
● e scolaire est comment? déjeuner? ● Assessments
● Un college super cool ● On fait la fête! ● Update Student Guide and evaluation
● En Focus ● Une drôle de famille ● Extended Homework Project
● Tu est sportif? ● Révisions
● Qu’est-ce que tu fais? ● Assessments
● Le sport dans les pays francophone
● Tu aimes ca?
● Questions, questions, questions!
Homework Homework Homework
10/09/18 - Reading: Une journée en 07/01/19 - Flashcards for Listening, Reading 23/04/19 - Redraft Writing assessment
troisième and Writing 29/04/19 - Reading: La fête votive
17/09/18 - Reading: La mode de la rentrée 14/01/19 - Flashcards for Speaking 07/05/19 - Reading: Le Grand Prix
24/09/18 - Picture: describe the classroom 21/01/19 - Speaking assessment 13/05/19 - Picture: describe the cafe scene
01/10/18 - Reading: Crayons de couleur 28/01/19 - Redraft Writing assessment 20/05/19 - Writing: Module 5
08/10/18 - Picture: describe clothes 04/02/19 - Teach someone higher numbers 03/06/19 - Writing: Redraft
15/10/18 - Writing: Autumn 1 on school 11/02/19 - Presentation on your house 17/06/19 - Flashcards for Listening, Reading
29/10/18 - Prepare flashcards 25/02/19 - Reading: J’habite sur l’île de Gorée and Writing
05/11/18 - Teach someone to conjugate an 04/03/19 - Writing: Module 4 24/06/19 - Flashcards for Speaking
11/03/19 - Writing: Redraft 01/07/19 - Speaking assessment
ER verb 18/03/19 - Flashcards for Listening, Reading 08/07/19 - Redraft: Writing assessment
12/11/18 - Redraft in-class assessment and Writing
19/11/18 - Picture: describe what the person 25/03/19 - Flashcards for Speaking
is doing 01/04/19 - Speaking assessment
26/11/18 - Reading: Bernard Stamm
03/12/18 - Mon temps libre (pages 56-57)
10/12/18 - Writing: Module 3
17/12/18 - En Plus (pages 74-75)
Assessment Assessment Assessment
Dates/Topics/Skills Dates/Topics/Skills Dates/Topics/Skills
All redrafted written homework will be assessed As autumn term As autumn term
according to the new marking criteria for writing Module 3 assessments
Module 5 assessments
based on the linear GCSE.
Listening, Speaking, Reading & Writing Listening, Speaking, Reading & Writing
In-class assessment Module 4 assessments
Week beg 05/11/18 on school
Listening, Speaking, Reading & Writing
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
All lessons are planned according to what See autumn term. See autumn term.
students must, should and could complete
during the lesson. All lessons include a
challenge task.
All students have PLCs that need to be
constantly updated and referred to.
Students must continue to re-apply
vocabulary in a new context.
Students should justify what they say using a
variety of ideas and opinions to back up what
they have said or written.
Students must use flashy (unusual)
vocabulary.
All students have been provided with a
Student Guide, which contains a progress
review section, the marking criteria and
strategies to improve.
Recommended Resources Independent Learning
1. Dynamo 1: ISBN 978 1292 226316 ▪To persevere with a task as per 1, 2, 3
2. Student Guide to Success in Year 8 Rule
(supplied by class teacher) ▪To update the Progress Reviewpage
3. Collins Easy Learning French dictionary after each redrafted written homework
or Oxford Learner’s dictionary: ▪To correctly label the homework sheets
recommended for home use only as we with targets for improvement
have large stocks in school ▪To act on targets set by the teacher to
4. www.bbc.co.uk/education provide evidence of improvement
5. www.languagesonline.org.uk ▪To glue all worksheets in and ensure
6. Youtube excellent presentation with dates and
7. https://www.duolingo.com/ titles underlined
8. www.wordreference.com ▪To refer to the Student Guide to Success
9. Youtube: Cyprien ▪To develop grammatical skills
10. Youtube: Easy French ▪To practise appropriate use of the
11. Youtube: Monsieur Pattinson dictionary and wordreference.cominstead
of resorting to Google translator
▪To apply the TONIC strategy
Year: 8 Subject: Geography Curriculum Leader: Miss A Lippa
Email: a.lippa@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Hazards Coasts Issue Evaluation
● Theory of Continental Drift
● Introduction to the coast: why is the
coast important
Practice Issue Evaluation
● Distribution of earthquakes and
● Coastal Processes: Erosion
volcanoes
● Erosional Landforms
Project based on booklet of material, culminates
● Structure of the Earth
● Transportation at the coast: Longshore
in speaking and listening assessment.
● Plate boundaries: Types and activity
Drift
● Earthquakes: How they occur and
● Landforms created by deposition at the
impacts Urban Fieldwork
coast.
● Responses to the Nepal Earthquake
● The Holderness Coast
Fieldwork trip to Kings Cross Granary Square to
2015
● Coastal Defences: Hard and Soft look at Urban Change. Students will design
● Reducing the risk of earthquakes
Engineering their own individual enquiry based on a
● Characteristics of volcanoes
selection of possible activities.
● Living near a volcano
Regional Study: Africa
Regional Study: Asia
● General Location knowledge of Africa
● General Location knowledge of Asia
● What are the challenges facing Africa?
● The Asian Climate
● The physical Landscape of Africa
● Flooding in South Asia
● Climate and biomes across Africa
● Living in the Himalaya: A Multi-hazard
● Desertification in the Sahel: Causes and
Environment
Responses
● Population Patterns in Asia
● The Historical Geography of Africa:
● Urbanisation in Karnataka, India
Colonialism and its legacy
● Asian Tiger Economic Growth
● Patterns of development across Africa
● China as a case study of rapid
● Population change in Africa
economic growth
● Urbanisation in Africa
● Trade between China and Africa
Homework Homework Homework
● Regional Study: Russia ●
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
w/b 29th October 2018 w/b 11th February 2019 w/b 13th May 2019
GCSE Style paper - Hazards GCSE Style paper - Coasts GCSE Style Paper + Speaking and Listening
Assessment - Issue Evaluation DME
Year: 8 Subject: Geography
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
● Wide range of research and challenge ● To be comprehensive and detailed, ● To be comprehensive and detailed,
opportunities within the regional study following all the advice and guidance for following all the advice and guidance for
of Asia challenge activities. challenge activities.
● Wide range of research and challenge ● To devise whole fieldwork enquiry
opportunities within the regional study of independently as opposed to selecting
Africa from a range of options
Recommended Resources Independent Learning Expectations
● To consolidate learning, by revisiting, at
Progress in geography: Key Stage Three: home, all work done in class
Authors: David Gardiner, Catherine Owen ● To transform class work into students’
Publisher: Hodder Education own work by active revision, such as mind
ISBN-13:978-1510428003 maps of topics, case study summaries,
etc.
Price £25 approx
● Students to take responsibility for their
learning; for example, liaising with staff on
AQA GCSE Geography Student Book
(key text)
the content and homework from any
missed lessons, well in advance of the
● Authors: Simon Ross, Nick Rowles next lesson.
● Publisher:Oxford University Press
●
ISBN-13: 9780198366614
● Price: £25
Year: 8 Subject: History Curriculum Leader: Mr Shah
Email:e.shah@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Autumn 1: Spring 1 and 2: Students will learn about the Spring 1:
Students will start to study the impact of horrors of the Holocaust and then move on Students will study the British Empire using
WW1 to WW2
India as a case study.
● What was World War One and what ● Was the Empire good or bad?
● History of anti-semitism
caused it? ● Who ruled during the Mughal Empire
● What was the Holocaust?
● How should it be remembered and what was it like?
according to different historians? ● Who was to blame for the Holocaust? ● How did Britain enter India and how
● What were the main events? ● How did Hitler rise to power? did the East India Company make
● Why did it end? ● What role did the Nuremberg Laws
changes?
● What was the role of the Raj?
play in creation of the Holocaust?
Autumn 2: ● What was the role of Kasturba
● How far did Kristallnacht contribute to
Students will learn about America in the Gandhi and Mahatma Gandhi?
1920s. the Holocaust? ● Why did Britain leave the Empire?
● The economy in the 1920s including ● To what extent did the ghettos Summer 2:
Henry Ford and the Wall Street contribute to the Holocaust?
Students will study the history of 4 cultures
Crash ● Case study on Anne Frank
all of which feature prominently in the
● Entertainment in the 1920s ● How was the Holocaust resisted? makeup of Holy Family:
● Life for an African American and a ● Why did WW2 happen? - Irish potato famine
Native American including the ● What was fighting like in WW2? - Black British history behind the
Notting Hill Carnival
Harlem Renaissance ● How did people cope with another
- Poland after independence
● Prohibition in the 1920s war?
- Philippines: invasion and migration
● How was WW2 ended? ● What happened to the
concentration camps after WW2?
Homework Homework Homework
Research and presentation, essay Research and presentation, essay Research and presentation, essay
questions, source questions. Specific questions, source questions. Specific questions, source questions. Specific
content will be identified through content will be identified through content will be identified through
showmyhomework. showmyhomework. showmyhomework.
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
Autumn 1: Spring 2: Summer 1:
Should historians remember WW1 as a How far do you agree that Hitler was the “The Amritsar Massacre was the most
'disastrous’ or ‘heroic’ war? Use the two most important reason for the Holocaust? important reason why India gained
interpretations and your own knowledge independence in 1947.” How far do you
AO4 agree with this statement? AO2
Autumn 2: Summer 2:
How would you follow up source A to find Give two things you can infer from Source X
more out about Racism in 1920s USA? about…
AO3 AO3
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
● Student leadership ● Student leadership ● Student leadership
● Extended project
Recommended Resources Independent Learning
Expectations
Websites: All homework completed on time and to a
BBC websites high standard
www.schoolhistroy.com Well-presented books
www.activehistory.co.uk Pride in work
www.historyonthenet.com Working with peers to achieve the set
www.historytoday.com goals
Year: 8 Subject: Mathematics
Curriculum Leader: Mr McCollin KS3 Coordinator: Ms Atakan
Email: a.atakan@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Mathematics Mastery Mathematics Mastery Mathematics Mastery
AUTUMN 1- Working with Number SPRING 1- 2D Geometry SUMMER 1- 2D and 3D Geometry
● Primes and factorising ● Triangles, quadrilaterals and angles in ● Rounding
● Adding and subtracting fractions parallel lines ● Circumference and area of a circle
AUTUMN 2- Number and algebra ● Length and area: parallelograms and ● 3D shapes and nets
● Positive and negative numbers trapezia ● Surface area and volume
● Sequences, expressions and
equations SPRING 2- Proportional Reasoning SUMMER 2- Handling Data
● Percentage change ● Statistics
● Ratio and rate
Homework Homework Homework
● Extended project homework. ● Tasks from Mathematics Mastery ● Tasks from Mathematics Mastery
● Tasks from Mathematics Mastery workbook workbook
workbook ● Tasks on MathsWatch ● Tasks on MathsWatch
● Tasks on MathsWatch
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
Mathematics Mastery pre and post test Mathematics Mastery pre and post test Mathematics Mastery pre and post test
every half term. every half term. every half term.
End of year test.
Year: 8 Subject: Mathematics
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
Unused tasks from workbooks. Unused tasks from workbooks. Unused tasks from workbooks.
Independent study using MathsWatch Independent study using MathsWatch Independent study using MathsWatch
VLE. VLE. VLE.
Students from top sets selected for Junior
Maths Challenge.
Recommended Resources Independent Learning
Expectations ● www.mathswatchvle.com Complete homework.
School centre ID: holyfamilycath Read over notes prior to the next lesson
Username: fullname (ie. johnsmith) in order to facilitate continuous
Password: family progression.
Use of MathsWatch to identify and
address area of weakness.
Year: 8 Subject: Music Curriculum Leader: Mrs Corlett
Email: h.corlett@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Rap and RnB World Drumming Computer game music
Students will be exploring the context of Rap and RnB. Students will be exploring the context of drumming in the Students will explore the key features of computer game
They will learn song writing techniques as well as key world cultures. They will learn different drumming music with a view to recreating the style in their own
features of Rap and RnB. techniques and compose their own drumming composition using music software.
Students will compose their own song or rap using music arrangements. Students will perform a piece of music Film Music
software. called The Curry House Samba.
Students will explore the key features of Film music
including performing keyboard pieces from the movies.
Homework Homework Homework
●Week 1 - find out what a riff is and write down ●Week 1 - Research African instruments. ●Week 1 - Choose a music video which reflects the
the names of some rap/rnb songs that contain a ●Week 3 - Essay - Discuss the following statement words of the song and explain how in 200 words
riff Yiri is typical of African music ●Week 3 - Choose your own episode of Tom and
●Week 3 complete the chord construction ●Week 5 - Essay - Describe how the following Jerry and track the mickeymousing
worksheets. musical elements are used within Yiri: Rhythm, ●Week 5 Watch the first 30 minutes of Star Wars-
●Week 5 revise for the music analysis test! Harmony, Instrumentation and Texture (8 marks) A New Hope how many times do you hear the
●Week 7 the hip hop subculture has cast a ●Week 7 - Revise for end of unit exam leitmotif? Can you hear any other repetitive
negative shadow over the music itself, ●Week 11 - Practise for your performance motifs? What do they represent?
impacting society's view of the music”. What do assessment
you think?
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
Week 6 - Listening analysis Week 6 - Music analysis test based on the features of Week 6 Computer game composition assessment
Week 12 Song composition assessment
African Drumming and the musical elements Week 12 - Film music performance assessment
Week 10 Assessment of group arrangement off The Curry
House Samba
Week 12 Listening analysis assessment
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
●Compose lyrics using techniques learned in
●Practising your arrangement at lunchtimes ●Research leitmotif within film music
English - such as simile and metaphor. ●Use youtube to find out more about keyboard
●Research the RnB subculture ●Researching African music and drums music and playing the keyboard.
●Think about and research extended chords to ●Youtube search ‘african drumming’ and watch ●Use http://www.musictheoryvideos.com/and
include in your composition such as suspended some videos http://www.musictheory.net/ to practice and learn
chords and additional note chords.
more about music theory.
●Practise keyboard at lunchtimes or outside of
school (if a recorder is available at home).
●Explore Notation on the BBC Music bitesize -
http://www.bbc.co.uk/education/topics/zs48mp3
Recommended Resources Independent Learning Expectations
http://www.dsokids.com/ A large percentage of music work is group work apart from
http://www.mymusictheory.com/ music theory work, keyboard skills and music analysis. It is
http://www.youtube.com therefore expected that students complete all individual
http://www.musictheoryvideos.com/ tasks to the highest possible standard. The Music
http://www.musictheory.net/ Department is often open for pupils to come in at
http://www.african-drumming.com/african_drums.htm lunchtime, so it is expected that pupils will put in the extra
http://www.bbc.co.uk/learningzone/clips/samba-music/53 time if it is needed. It is also expected that if students are
06.html struggling to complete individual tasks, they ask for help
http://www.last.fm/tag/samba rather than not completing them properly
http://www.bbc.co.uk/1xtra/events/rnbsensations/history/
pre90s/
http://www.bbc.co.uk/1xtra/events/rnbsensations/history/
post90s/
Year: 8 Subject: PE Curriculum Leader: Mrs Cole
Email:e.cole@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Gym, Rugby, Football Handball, Gym, Rugby, Basketball,, Fitness, Athletics, Rounders, Cricket, Tennis
Dance , Fitness , Basketball, Netball, Football, Dance, Parkour, Netball, Football
Parkour
Homework Homework Homework
● Questions relevant to lesson content ● Questions relevant to lesson content ● Questions relevant to lesson content
● Extended homework project (22/04/19)
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
Assessment 1 - November 2018 - invasion
/fitness Assessment 2 - February 2019 - Assessment 3 - May 2019 - Athletics
Gym/Dance/Trampolining
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
● Join extra-curricular clubs ● Join extra-curricular clubs ● Join extra-curricular clubs
● More able students to lead parts of lesson ● More able students to lead parts of lesson ● More able students to lead parts of
lesson
Independent Learning Expectations
● Wider reading about sport
● Attend extra-curricular clubs at school
● Join clubs outside of school
● Watch sport in your local community and on TV
Year:8 Subject: RE Curriculum Leader: Peter Norman
Learning across the Year 2018-19 Email: p.norman@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Creation Mystery of the Eucharist Mission in the Church
The Covenant The Paschal Mystery The Church in Britain
Homework Homework Homework
Based on the following topics Based on the following topics Based on the following topics
Interpreting the Bible The last supper What is the Church?
Made in God’s own image Celebrating the Mass today The Mission of the Church
Human Ecology The parts of the Mass Study of a range of modern Christian saints
Theological Truths Jesus- The perfect sacrifice Christianity in Britain
Stewardship Holy Week Thomas Becket
Moses The Triduum Thomas More
The Passover The death of Jesus The reformation
The Exodus The Resurrection The emancipation
The Prophets of Hope The meaning for Christians today
Preparing for Jesus’ coming
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
GCSE style questions will be used GCSE style questions will be used to GCSE style questions will be used to
to assess progress and learning on the assess progress and learning on the topics
topics outlined above.
outlined above assess progress and learning on the topics
outlined above
Fortnight beginning 29th October Fortnight beginning 11th February Fortnight beginning 13th May 2019
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
Research the work of CAFOD. Sometimes young people say they are In Britain, we are now able to
Explain how they work to bring about bored at Mass. This is because they practise our faith, free from fear of
justice and human dignity for all. don’t understand what is happening and persecution. Imagine that a regime
what they need to do. Your mission now opposed to Christianity took over and
Research a CAFOD project is to help other pupils in your school you were not allowed to practise. understand the Mass. a) What would change for you
and your family?
Design a section for the school website or b) What difference would it make
booklet for Year 7 pupils who are new to to your life?
the school. a) Explain what happens at:
o Penitential Rite;
o Liturgy of the Word;
o the Offertory;
o the Consecration;
o Sacrifice of Jesus;
o Holy Communion;
o Living out the Mass.
Recommended Resources Independent Learning Expectations
dynamiclearning.org (pupils will be Each pupil is encouraged to deepen their knowledge
instructed how to log on to this) and understanding of the topics as the course
progresses. Use of the dynamic learning website,
There are also links to other websites that and the way,truth and life website will enable this.
offer a wider view of the topics studied. The Pupils must always be mindful that each topic
website offers a range of activities like covered ought to be studied in the light, and teaching
quizzes and audio material that can of the Roman Catholic Church. All pupils should
enhance a pupils understanding of a topic. therefore keep up to date with Church teaching and
practice. Following the news and discussing the
‘The Way the truth and the life’ website issues that relate to faith and practice with your
family and friends is also recommended.
Also use the RE dept website.
Year: 8 Subject: Product Design-RM Curriculum Leader: Mr Nandlal
Email: s.nandlal@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Mechanical toy Graphics – Board Game Steady Hand Game
● Research on existing products – annotate ● Introduction to board games – discussion on ● Introduce the task using ‘The Design Brief’
about cost size shape and who will use this existing commercial board games and the sheet.
product. elements that make them successful
● Develop a specification for the project using
● Discussion on Cams- change of movement
the ‘specification’ sheet.
● Discussion on what will be made and learned
● Design brief ● Introduction to the world of electronics.
through the course of the project, showing
● Initial ideas on A3 sheet – Complete peer ● Introduction to PCB and components.
exemplar work to support discussion
evaluation Demonstration on soldering-surface and
● Final design- give reasons why this is so. ● Pupils brainstorm their ideas for a board through mount –use heat shrink
● Card modelling game in groups of two or three. They also ● Continue soldering components
● Name the parts of the mechanical toy create a team name and team rules ● Use heat shrink. Make the hand loop and
● Practical work: Creation of the half lap joint ● Colour theory solder to circuit
● Drilling of the holes ● Understanding legislation
● Build enclosure (frame) for electronic circuit.
● Gluing of the frame
Demo marking and making of a lap joint
● Understanding and creating logos
● Drilling and installing the cam, crank and ● Build enclosure (frame) for electronic circuit
● Understanding the purpose of packaging and
spindle with plywood backing. Design the
designing and creating packaging
● Creation of final design on MDF- use of background. Demo cutting with scroll
scroll saw. Glue down background/ ● Writing a design brief and specification saw/hegner
foreground ● Creating nets ● Build enclosure (frame) for electronic circuit
● Final assembly- check for fluency of ● Knowing the basics of TechSoft2D and using and install plywood-backing piece Drill hole
movement TechSoft2D to design a board for the board for the LED light. Manipulate the wire loop
● Complete personal and peer evaluation game
and make the wire course to march the
WIND CHIME PROJECT
● Creating rules, counters and other
background (theme).
● Design brief
accessories for the board game
● Existing product research and analysis
● Final assembly and evaluation
● Mini assessment: presenting work to other
● Forces research
● Collage on windchime research for teams
inspiration ● Setting regular targets as a team
● Design specification ● Playing the board game and then writing an
● 4 initial designs with annotations and evaluation of the project
evaluation against specifications
● Research on Knots to join string ● Presenting and peer assessing final
● Final wind chime design outcomes
● Making of final design
● Evaluation-peer and self
● End of project assessment
Homework Homework Homework
● Health and safety worksheet ● To produce an image board with images ● Research on existing steady hand with
● Research on existing mechanical toys relating to chosen theme annotations
● Cams worksheet- explanation of how ● To bring an item of packaging (preferably in ● Complete specification worksheet
specific cams produce specific movements the form of a net)
● Types of components and its use
● Initial designs on an A3 sheet ● Calculation of resistance values of resistors
● To play an existing board game and write a
● Card modelling ● Initial designs on an A3 sheet
product analysis of the board game
● Worksheet on adhesives ● Final design
● To create and decorate a net for a perfume
● Wood joints ● Production plan
● Evaluation and peer assessment or confectionary product. The product should ● Evaluation
WIND CHIME be made up
● Research on existing products ● To revise for the mini assessment
● Forces-bending torsion, shear, ● Completing practical work
compression, tension- definition
● Collage for inspiration
● Initial ideas
● Final ideas
● Collection of materials for the construction
of the windchime.
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
● Initial designs with annotations ● Presenting ideas to other teams ● Initial designs with annotations – peer
● Card modelling ● Mini test on skills and knowledge gained assessment
● Making of the frame ● Final presentation which is peer assessed ● Card modelling
● Making of the final design on MDF ● Quality of final outcome
● Making of the frame
● Peer assessment of the completed project ● Making of the final design on MDF
● Teamwork
WINDCHIME ● Peer assessment of the completed project.
Does it work? Is the path challenging?
● Initial designs
● Modelling
● Making of final design
● Peer and self assessment
● End of project test
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
● Use of multiple cams ● Recognition of various nets- ‘how it is folded ● Variety of research with detailed annotations
● Variety of movement –not only up down to make a container’ ● Complexity of the wire course –not only up
movement ● Construction of any other design besides a down movement
● Intricate, challenging and colourful card cube or cuboids.
● Intricate, challenging and colourful card
design and final design design and final design
● Creation of an intricate design of a
● Confident use of tools and machinery. ● Confident use of electronic components and
container/box
● Offering peer assistance to use them outside the project.
● Design of a house with finer details eg
● Confident use of tools and machinery.
gutters, plants, benches, air vents, etc ● Offering peer assistance
Recommended Resources Independent Learning
Expectations
● Websites for research: ● Complete peer assessment
www.technologystudent.com
●Creation of interesting and challenging card
models (in mechanical toy/steady hand game
www.bbc.bitesize /Nets) to ensure that making is a success
www.google.co.uk ● Create a board game with a uniform style across
Google sketchup
all components (counters, board, packaging, rules,
Techsoft 2 etc.)
Worksheets on:
●Some evidence of disassembly of mechanical
○ Specification
toy/nets/steady hand game).
○ How do cams work?
●Problem solving skills are continuously displayed
○ Wood joints
● Leadership skills
○ Initial designs
●Using initiative and taking work home to
○ Modelling
finish/improve
○ Adhesives
○ Cubes and cuboids
Year: 8 Subject: Science Curriculum Leader(KS3): Mrs Anjorin
Email:g.anjorin@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
● The Earth: Students will learn about the ● Motion and pressure: Students will investigate ● Adaptations and inheritance:Students will learn
structure of the earth, the different types of and learn how to calculate pressure. Students about competition in living organisms and
rock and how they are formed in the rock will gain an understanding of how to different adaptations that help them to survive,
cycle. differentiate between and calculate speed and and can lead to natural selection, evolution or
● Reactions: Students will see and write
●
acceleration. extinction. Students will also learn about how
formulae and equations to represent a range The periodic table:Students will gain an DNA was discovered and its role in inheritance
of chemical reactions. understanding of how elements are arranged in the and variation.
● Electricity and magnetism: Students will take Mendeleev periodic table and the patterns in chemical
● Adaptations and inheritance:Students will learn
and physical properties of the different groups.
a practical approach to learn about series and ● Metals and acids:Students will investigate how
about competition in living organisms and
parallel circuits. They will explore current, different adaptations that help them to survive,
resistance, static electricity and different metals react with different dilute acids,
and can lead to natural selection, evolution or
oxygen and water, representing their observations
electromagnets.
extinction. Students will also learn about how
using word and chemical equations.
Structure and function of body systems:Students will ● Ecosystem processes:Students will learn about DNA was discovered and its role in inheritance
the process of photosynthesis, how leaves are and variation.
learn about the structure of the human skeleton and its adapted for their function and how plants use ● Forces:Students will be able to identify different
importance. Students will also be able to investigate
minerals for growth. Students will also gain forces in action and apply them to a real life context.
and analyse muscle strength and explain how muscles understanding of both aerobic and anaerobic
work to bring about movement.
respiration. Students will further gain an
understanding of food chains/food webs and the
implications when they are disrupted.
● Elements, atoms and compounds:Students will
gain an understanding into the differences in
elements, compounds and mixtures and be able
to compare properties of different atoms.
Students will also use the periodic table, writing
word and chemical formulae and interpreting
their meanings.
Homework Homework Homework
1.What determines the size of igneous rock? 1.Investigating arm span (investigation). 1.Investigating pressure.
2. Model of the earth. 2. B2 1.2 Food tests 2.Pressure in everyday life.
3.Investigating the effect of exercise on breathing 3. B2 1.3 Unhealthy diet .Investigating the energy content of
rates. food (investigation).
4.. Activity B2 1.4 Unhealthy diet
4. P2 1.8 WebQuest Using electromagnets
5. P2 1.6 magnets and magnetic fields . 6. P2 1.2 Circuits and current homework
7.P2 1.2 Circuits and current: Investigating
current (Investigation).
Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills Assessment Dates/Topics/Skills
Topics:Earth and Reactions Topics: Ecosystem, Metals and acids, Motion and Topic: Adaptation
Assessment: w/b 1/10/18 pressure. Assessment: w/b 24/6/19
Topics: Electricity and magnetism, Structure and Assessment: w/b 11/2/19 Topic: Forces
function of body systems Assessment: w/b 15/7/19
Assessment: w/b 5/11/18 Skills: Research/Literacy/Recording
End of Year Exam: 13/5/19
Topics: Health & lifestyle and Waves (sound) Topics: Periodic Table, Elements, atoms and
Assessment: w/b 1/4/19 compounds. Skills: Analysing/Calculating/Investigating.
Assessment: w/b 1/4/19
Skills: Researching/Analysing/Calculating. Skills: Planning/Observing/Evaluating/Calculating.
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
1.The value of the periodic table. 1.Extinction. 1. Recycling plastic.
2. Extracting and using metals. 2.Chromatography and crime. 2. Microorganisms in the food industry. 3. Drugs. 3.Saving on heating bills.
4. Metal recycling and electromagnets. 4. Pressure and altitude.
Recommended Resources Independent Learning
Expectations
www.cancerresearchuk.org Library books Research and display or present work to others. www.bbc.co.uk/health , www.kidshealth.org
www.kerboodle.com
Year: 8 Subject: Spanish Curriculum Leader: Ms Sheik Oomar
Email: n.sheikoomar@holyfamily.waltham.sch.uk
Autumn Term Spring Term Summer Term
Module 4- Mi familia, mis amigos y yo Module 5- Mi ciudad GCSE TOPIC- The environment
Describing how many people there are in ¡Prepárate! Environmental changes
your family Grammar revision What to do to protect the environment
Describing eye colour Zona proyecto- Pasaporte fiesta Global issues
Giving physical description
GCSE TOPIC- Healthy living
Voluntary work
Describing your house or flat Homelessness
Talking about Carnival Body and aches
Module 5- Mi ciudad
Advice and remedies
Food and quantities
Describing what there is in your city Prices and at the shop
Talk about what activities you do Being fit and healthy
At the coffee bar Preterite tense
Future plans Activities you do to keep fit and healthy- 3
Giving opinions on your city tenses
Talking about life in Habana Healthy life- problems and advice
Young people and vices
Giving opinions and justifications
Homework Homework Homework
06/09/18 - Cultural topic- El clásico 07/01/19 - Writing- redraft of M5 23/04/19 - Speaking assessment
10/09/18 - Reading- What a picture! 14/01/19 - Make flashcards for M5 revision 29/04/19 - Redraft of Writing assessment
17/09/18 - Reading- ¿Cómo es? 21/01/19 - Make flashcards for speaking 07/05/19 - The preterite tense
24/09/18 - Thinking skills and Writing M4 28/01/19 - Learn speaking assessment 13/05/19 - Picture description of
01/10/18 - Cultural topic- Las Fallas 04/02/19 - Redraft of M5 Writing assessment environmental issue
08/10/18 - Writing- Redraft of M4 11/02/19 - Revise big numbers for test 20/05/19 - The future tense
15/10/18 - Make flashcards for M4 revision 25/02/19 - Preterite tense practice 03/06/19 - Writing on Problemas
29/10/18 - Make flashcards for speaking 04/03/19 - Translation into English- Hábitos medioambientales
05/11/18 - Learn speaking assessment 11/03/19 - Writing on Importancia vida sana 10/06/19 - Redraft on Writing
12/11/18 - Redraft of M4 Writing assessment 18/03/19 - Redraft of writing 17/06/19 - Make flashcards for revision
19/11/18 - Thinking skills- Marta’s day 25/03/19 - Make flashcards for revision 24/06/19 - Make flashcards for speaking
26/11/18 - Cultural topic- Fiesta del caracol 01/04/19 - Make flashcards for speaking 01/07/19 - Extended Homework Project
03/12/18 - Describe a picture of a place in revision 08/07/19 - Extended Homework Project
town 15/07/19 - Presentation of GCSE Topic
10/12/18 - Writing M5
17/12/18 - Cultural topic- Día del maestro
Assessment Assessment Assessment
Dates/Topics/Skills Dates/Topics/Skills Dates/Topics/Skills
All redrafted written homework will be assessed All redrafted written homework will be assessed All redrafted written homework will be assessed
according to the new marking criteria for writing according to the new marking criteria for writing according to the new marking criteria for writing
based on the linear GCSE. based on the linear GCSE. based on the linear GCSE.
In-class assessment Module 5 assessments Environment assessments
Week beg 05/11/18 on family and friends Week beg 21/01/19 on all skills Week beg 24/06/19 on L/R/W
Module 4 assessments Healthy living assessments
Week beg 01/07/19 on Speaking
All skills
Week beg 01/04/19 on L/R/W
Week beg 23/04/19 on Speaking
Autumn Term Spring Term Summer Term
Challenge Tasks Challenge tasks Challenge Tasks
All lessons are planned according to what All lessons are planned according to what All lessons are planned according to what
students must, should and could complete students must, should and could complete students must, should and could complete
during the lesson. All lessons include a during the lesson. All lessons include a during the lesson. All lessons include a
challenge task. challenge task. challenge task.
All students have PLCs that need to be All students have PLCs that need to be All students have PLCs that need to be
constantly updated and referred to. constantly updated and referred to. constantly updated and referred to.
Students must continue to re-apply Students must continue to re-apply Students must continue to re-apply
vocabulary in a new context. vocabulary in a new context. vocabulary in a new context.
Students should justify what they say using a Students should justify what they say using a Students should justify what they say using a
variety of ideas and opinions to back up what variety of ideas and opinions to back up what variety of ideas and opinions to back up what
they have said or written. they have said or written. they have said or written.
Students must use flashy (unusual) Students must use flashy (unusual) Students must use flashy (unusual)
vocabulary. vocabulary. vocabulary.
All students have been provided with a All students have been provided with a All students have been provided with a
Student Guide, which contains a progress Student Guide, which contains a progress Student Guide, which contains a progress
review section, the marking criteria and review section, the marking criteria and review section, the marking criteria and
strategies to improve. strategies to improve. strategies to improve.
Recommended Resources Independent Learning
▪To persevere with a task as per 1, 2, 3
1. Viva 1 Student book: 97814479 35254 Rule
2. Student Guide to Success in Year 8 ▪To update the Progress Reviewpage
(supplied by class teacher) after each redrafted written homework
3. EDEXCEL GCSE Spanish ▪To correctly label the homework sheets
Foundation. Pearson. with targets for improvement
ISBN: 9781846903915 ▪To act on targets set by the teacher to
4. EDEXCEL GCSE Spanish Higher. provide evidence of improvement
Pearson. ISBN: 9781846903922 ▪To glue all worksheets in and ensure
5. Collins Easy Learning Spanish excellent presentation with dates and
dictionary or Oxford Learner’s titles underlined
dictionary: recommended for home ▪To refer to the Student Guide to Success
use only as we have large stocks in ▪To develop grammatical skills
school
6. www.bbc.co.uk/education ▪ To practise appropriate use of the
7. www.languagesonline.org.uk dictionary and wordreference.cominstead
8. Youtube of resorting to Google translator
9. https://www.duolingo.com/ ▪ To apply the TONIC strategy
10. www.wordreference.com
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