Curriculum Booklet Year 8 - bowland.atctrust.org.uk · Towards the end of term 2 in Year 8 pupils will be invited to select some of the options that they will commence in Year 9

Curriculum Booklet Year 8

2019-22

Curriculum Booklet – Year 8 2

Contents

1. Introduction

2. Aims of the Year 8 Curriculum

3. Year Overview

4. Subjects Studied, Number of Periods, Teaching Groups

5. Targets

6. Subject Details:

• Content/Programme of Study

• Method of Assessment

• Important Dates

• Support at Home

• Additional Support in School. 7. School Activities – clubs and society events

8. Cross Curricular Themed Days

9. CEAIG

10. Enrichment Week

Feedback


Y8 Curriculum Information

2019 – 2022

1. Introduction This booklet has been produced to provide you with information about your child’s learning in school during the current academic year. It provides information about each subject studied, how progress will be measured, extra-curricular opportunities etc. Your child’s chances of a successful education will be greatest where an effective three-way partnership between pupil, parent and school is established. This booklet is an important tool for developing and maintaining that partnership. The more information you have about how and what your child is learning, the more you are able to support and enhance their experience. This may be through support with homework, discussion, identifying relevant books, websites and television programmes or through family outings. Since the Curriculum Booklet is designed solely as a resource for parents, we welcome feedback and suggestions for how it might be developed in future year. 2. Aims of the Year 8 curriculum The Year 8 curriculum is designed to further develop skills that have been promoted through the curriculum in Year 7. The learning of subject specific knowledge is a key focus in Year 8, particularly as pupils will make their first GCSE selections mid-way through the academic year. The curriculum, particularly through the PSHCE programme, aims to give support, advice and guidance to help pupils in this process. Other key aspects of the curriculum link to cultural education, particularly through the performing arts units of ‘Culture’ and ‘Stereotypes’, additionally through the PSHCE programme which also looks at prejudice, acceptance and British Values. 3. Overview Year 8 is led by Mrs Ingham and the form tutors. There are currently four groups: 8 Benedict

8 Curnock 8 Lister 8 Walker

Year 8 pupils meet their form tutors at regular times during the school week. This time is spent working together as a form e.g. organising fundraising events and also monitoring the pupils’ welfare. All forms meet with their form tutor at the start of each day, structured as follows:

• Monday Form time / planner signing and checking

• Tuesday Assembly

• Wednesday Form time / organisational skills form focus

• Thursday Assembly

• Friday Form time / society points Some pupils will be mentored individually by the form tutor or KS3 Manager and placed on a target card being monitored on a daily basis. Our Learning Mentor, also works with small groups or individual pupils on academic, emotional and social concerns. Forms are often given the responsibility of organising form assemblies which are always enjoyed by both participants and audience alike! At the end of each half term pupils and staff enjoy “Star Award” assembly. Awards include Star Pupil for each form, Improved Star and Star Form. These awards are not for academic achievement but are based on behaviour, attendance and contribution to school life and our community here at Bowland.


Pupils are given responsibility – each term, pupils vote for a form captain and vice captain. Also, some pupils are buddies to year 7 pupils, acting as peer mentors. These are all roles which we believe prepare them for upper school and beyond. Three times per year parents will receive a ‘Tracker’ report on their child’s progress in terms of attitude to learning. Parents will also be invited to a Year 8 Parents’ Evening which will allow parents and staff a face-to-face opportunity to discuss your child’s progress. Should you have concerns at any time, please contact your child’s form tutor or the Key Stage 3 Student Welfare and Progress Manager. Towards the end of term 2 in Year 8 pupils will be invited to select some of the options that they will commence in Year 9. Maths, English, science, humanities and modern foreign languages are not part of this arrangement and will be compulsory into Year 9. Parents and pupils will receive support and guidance with regard to this process through a dedicated options evening, an options booklet explaining the process and a parents evening. 4. Subjects Studied

Subject Lessons (/48) groups

English 8 5 sets

Maths 8 5 sets

Science 5 4 sets

Physical Education 4 4 groups

Religious Education 2 4 groups

PHSE 2 4 groups

Humanities 4 4 groups

Computing 2 4 groups

Performing Arts 2 4 groups

Music 2 4 groups

Technology 4 6 groups

Modern Foreign Languages

5 4 groups


5. Targets Knowledge about expected rates of progress and the data mentioned above are used to set targets for all of our pupils. We do not drum these targets into pupils’ heads, as this can be counterproductive. However, teachers monitor progress carefully against these targets and plan lessons accordingly that will move pupils. Written and verbal feedback should usually include comments about what a pupil has done well and what they need to consider in order to make good progress. Parents are informed of progress against these targets in the tracker report. Of course, individual pupils’ progress at different rates and a huge range of factors influence this rate of progress. The vast majority of our pupils make progress at better than national means, so we usually set more challenging targets. These targets are reviewed by subject teachers regularly. If a pupil is making excellent progress, the target will be revised upwards. When pupils do not meet their target in a number of subjects we need to explore the reasons why. There are a range of support strategies that we will employ to try to ensure individual pupils make good progress, and it is in these circumstances that the partnership between parents and school is most important. Available evidence strongly suggests that pupils should be praised for their efforts rather than grades they achieve. We can only ask that pupils try their hardest. We will generally report on pupils’ attitude to learning – how positive they are and how hard they work – via the ‘tracker’ every half term, but we will only report on their attainment (i.e subject grades) once each year. A positive tracker report should be celebrated wholeheartedly – especially if it indicates that a child’s overall attitude to learning is improving.


6. Curriculum Subject: English Year 8 Group Arrangements: Sets (1-5)

band band________

Content or Programme of Study Topic – Supernatural/Gothic literature. Text 5 Topic – War and conflict poetry. Text 6 Topic – Speeches and debates. Text 7 Topic – Exam preparation Examination Topic – Titanic and the early 1900s - Dealing with adversity. Text 8

Method of Assessment and/or Coursework Examinations. Continuous assessment of pupils’ ongoing work. Pupils’ progress graded at the end of each half-term for speaking and listening / reading / writing.

Support at Home At least twenty minutes reading, per night, as detailed in the information leaflet: ‘Accelerated Reader’ which was emailed/posted to all parents September 2019. Encourage regular reading practice which covers both fiction and non-fiction texts. Additional Support in school and/or resources

• Skills clinics at lunchtime

• Option to buy CGP booklets

• Spelling, Punctuation and Grammar

• Extra-curricular activities, competitions and trips

Important Dates Preparation for examinations – see school calendar


Subject: Mathematics Year 8 Group Arrangements: 5 Sets

Content or Programme of Study

Pupils will study: Number; Algebra; Ratio, proportion and rates of change; Geometry and measures; Probability; and Statistics. Through the mathematics content, pupils will be taught to: develop fluency; reason mathematically and solve problems. There will be 6 units of work over the year and pupils will study at higher, core or support level. The link below will take you to a more detailed section of what topics are studied and when.

Online link

Method of Assessment At the end of each unit pupils will take an assessment and their level of study reviewed. Feedback will indicate strengths and next steps. For their next steps pupils will be given tasks to support their individual learning needs. In the summer term there will be an ‘end of year’ exam based on all the work covered so far.

Support at Home All pupils have access to Hegarty maths and ActiveLearn. These sites provide interactive lessons as well as assessment, revision and practice exercises. Other useful sites www.emaths.co.uk www.mathsgenie.co.uk www.mathsmadeeasy.co.uk

Additional Information Maths Help runs every lunchtime to support pupils with any difficulties they are experiencing with their homework or classwork. After school help is also available if necessary and can be arranged through the pupil’s maths teacher or Mrs O’Doherty (curriculum leader for maths).

https://bowland.atctrust.org.uk/wp-content/uploads/Year8maths.pdf

http://www.emaths.co.uk/

http://www.mathsgenie.co.uk/

http://www.mathsmadeeasy.co.uk/


Subject: Science Year 8 Group Arrangements: Sets

Content or Programme of Study Pupils will study six topics:

• Biology 1 - Health

• Biology 2 - Ecology

• Chemistry 1 - Elements and Compounds

• Chemistry 2 - Our Planet (Geology)

• Physics 1 – Electricity and Magnetism

• Physics 2 – Waves: Light and Sound

Method of Assessment and/or Coursework At the end of each topic pupils will take an examination. These exams are written by the Science Department – some are written exams, others are online tests using Moodle (the school’s “Virtual Learning Environment”). Results and feedback from these tests can be found in pupils’ exercise books. In the summer term there will be an ‘end of year’ exam based on all the work covered so far.

Support at Home There are resources on Moodle. There is a link to Moodle on the school’s website. BBC Bitesize has some brilliant revision resources:

• http://www.bbc.co.uk/education/subjects/z4882hv for the biology topics

• http://www.bbc.co.uk/education/subjects/znxtyrd for the chemistry topics.

• http://www.bbc.co.uk/education/subjects/zh2xsbk for the physics topics.

Additional Information Science sets are closely matched with maths sets.

http://www.bbc.co.uk/education/subjects/z4882hv

http://www.bbc.co.uk/education/subjects/znxtyrd

http://www.bbc.co.uk/education/subjects/zh2xsbk


Subject: Geography Group Arrangements: Mixed groups

Method of Assessment and/or Coursework The pupils are levelled assessed once each half term. There is a variety of different assessment methods including:

1. Microclimate investigation.

2. Pole to pole project – a comparison of two contrasting countries.

Additional Support in school and/or resources At least one geography teacher is available at lunchtime for support and there are several resources linked to the units available on the school website.

Additional Information Geography is a subject that reflects continually upon the news stories of the time. It would benefit your child’s understanding if relevant local and global issues are discussed at home.

Content or Programme of Study The pupils will follow the Key Stage 3 Geography National Curriculum; the units that are taught during the Year 8 academic year, in conjunction with the Geographical Association, are listed below:

1. Weather and Climate – An investigation into the meteorological features of the UK. An

introduction to hurricanes and their effects, particular focus on 2017 American hurricanes. A case study on hot desert climates and how the plants, animals and humans have adapted to their environment.

2. The Development Gap – During this topic pupils will gain an understanding of the differences in

the levels of development between places at a national and international scale. Pupils will also explore the causes and effects of these differences as well as investigating the solutions to the development inequalities.

3. The Coastal Zone – Pupils will develop an understanding of coastal erosion and its associated features. Similarly coastal deposition. The field visit to Rossall Point Observation Tower will cement their understanding of how the coastline can be managed, considering both human demand and environmental issues.


Subject: History Group Arrangements: Mixed groups

Content or Programme of Study The pupils will follow the Key Stage 3 History National Curriculum; the units that are taught during Year 8 are listed below: 1. Black People of America – including how the Atlantic Slave Trade began and the capture and

treatment of slaves across the middle passage. This unit will also look at the treatment of slaves on plantations and the lives they made once settled in America.

2. Industrial Revolution – includes an examination of the beginnings of the Industrial Revolution, the changing social and economic conditions of people’s lives, the development of new machinery and technology, working lives, social and economic living condition, public health problems and improvements and the effect on children.

3. Victorian Crime – including looking at the social and economic conditions of the East End of London, the development of the penal system, prison reform and the introduction of the police, the victims of Jack the Ripper, the problems the police faced and the potential suspects.

4. World War One – includes an investigation into the causes of WW1, the lives of soldiers in the trenches, the Accrington PALS, the developing technology of war, the impact of WW1 on people’s lives, the effect on women receiving the right to vote in 1918 and the Treaty Of Versailles. (USA 1920’s – the economic boom, the beginnings of mass production and advertising, the rise of the Jazz Age and Hollywood, the changing status of women, the attitude towards immigrants and African Americans and the Wall St Crash and its effects.) Curriculum extension if time allows.

Method of Assessment In addition to extended learning, the pupils will complete one assessment each half term. This is recorded on their progress table at the front of their classwork book. There are a variety of different assessments methods including:

1. Source Analysis – Atlantic Slave Trade 2. Source Analysis - Jack the Ripper 3. Empathy – Trench Conditions WW1/Accrington Pals 4. Source Analysis and Critical Thinking – Long and Short-term causes WW1

Projects are set occasionally for completion on a termly basis. These are awarded society points and prizes as appropriate.

Important Dates Autumn Term: Visit to Quarry Bank Mill

Support at Home Potential access to ICT/Internet for research and voluntary financial contribution to trips. Additional Support in School and/or Resources A history teacher is available at lunchtime for support. There is also access to computers in the history room plus access in the school ICT resources room.

Additional Information History is a subject that is continually reflected within current news stories. It would benefit your child’s understanding of the subject if relevant local and global issues were discussed at home. Visits to local/regional and national places of historical interest will also help to develop your child’s sense of history and place.


Subject: Religious Education Group Arrangements: Groups S

Content or Programme of Study Students will follow the Lancashire Agreed Syllabus for Religious Education outlined below:

Focus for Year 8: Sacred Books and Revered Literature

• Introduction Unit

• Unit One: Christianity - God

• Unit Two: Christianity - Jesus

• Unit Three: Christianity – The Church

• Unit Four: Islam

• Unit Five: Hinduism

• Unit Six:: Judaism

Method of Assessment and/or Coursework Students will be assessed upon their participation, knowledge, understanding and effort. They will take part in self-assessment and peer assessment. They will be assessed to National Curriculum expectations.

Support Parents should discuss moral issues and current affairs with their children and engage with their extended learning tasks. They should actively encourage their children to watch or listen to news programmes. Additional Support in school and/or resources Students should make use of the library, internet and school ICT resources.

Additional Information Religious Education at Bowland is taught from an experiential aspect to provide students with the opportunity to ‘learn from’ as well as ‘about’ religion.


Subject: MFL (French and Spanish) Group Arrangements: Half the year studies French and the other half German.

Content or Programme of Study Home Life - activities at home, describing friends, nationalities, places in town, an interview. Activities with Friends – films, arranging to go out, making excuses, likes and dislikes. Holidays – present, past and future holidays, Spanish-speaking destinations, a city break. Food – mealtimes, shopping for food, eating at a restaurant, a special past meal. Fashion – clothes, school uniform, shopping for clothes and shops. Health - parts of the body, illnesses and remedies, healthy and unhealthy food, healthy living, lifestyle changes. In both languages’ pupils will learn to use three different time frames and to express opinions. They will also take part in conversations and role plays simulating real-life events.

Method of Assessment and/or Coursework Pupils are being continually assessed throughout the year and there will be one major assessment at the end of each term for pupils to demonstrate their understanding of the language.

Support at Home Help with effective use of the dictionary and research when requested. Access to websites. Encouragement with homework, particularly vocabulary learning, and ensuring work is carried out accurately, in sufficient depth and submitted on time. Additional Support in school and/or resources Your child will need a dictionary for the language they study. These will be available at a reduced price in school. Students can see their teachers most lunchtimes and/or breaktimes when the staff are available for drop-in tutorials.

Additional Information Website addresses – www.funwithlanguages.vacau.com, www.wordreference.com

http://www.funwithlanguages.vacau.com/

http://www.wordreference.com/


Subject: Performing Arts Group Arrangements: Forms

Content or Programme of Study Pupils continue to follow a fundamentally skill-based scheme of work in Year 8. The following themes and topics are covered; ‘Culture’ Two areas of the world are studied as follows;

1. Africa – The tradition of African storytelling. Pupils work in small groups to write an African story. These are performed and recorded onto CD. The CDs are compiled into an audio story book. Pupils design the art work and blurb for the CD.

2. South America – Celebrations and festivals including Day of The Dead This topic involves art, creative writing and drama based activities. Pupils work individually to create their own Day of The Dead mask and then write and perform Calaveras poems.

Drama techniques and script work Pupils take a look both at Blood Bothers by Willy Russell and The Caucasian Chalk Circle by Bertolt Brecht. They will study the themes within both plays and perform sections in small groups.

Method of Assessment and/or Coursework

• Work is assessed regularly. Teachers will use ‘Two Stars and a Wish’ evaluation to look at strengths and areas for improvement.

• Pupils will use ‘Two Stars and a Wish’ techniques to evaluate their own work and that of their peers.

• Examples of good work and a positive attitude to learning will be rewarded with society points.

Additional Support in school and/or resources

• Attendance at clubs in dance, creative writing, drama and music will help build confidence and develop technical skills.

• Resources on Moodle


Subject: Music Group Arrangements: Forms

Content or Programme of Study Music is a unique form of communication that can change the way pupils feel, think and act. It forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world. The 1950s

• Performance skills

• Basic to intermediate skills in electric guitar, bass guitar, keyboard and drumming Film Music

• Performance and listening skills

• Intermediate and higher skills in electric guitar, bass guitar, keyboard and drumming

Method of Assessment and/or Coursework Pupils are assessed through a variety of performance based tasks.

• Work is assessed regularly. Teachers use ‘What Went Well’ and ‘Even Better If’ to evaluate work.

• Pupils will use peer and self-assessment to evaluate work

Support at Home Pupils should be encouraged to listen to a wide variety of music including: Music from the 1950s

• The Beatles

• The Rolling Stones

• The Who Film Music

• Jaws

• Planet of The Apes

• The Good, The Bad and The Ugly Additional Support in school and/or resources Pupils can develop their music skills by attending music clubs.

Additional Information Pupils are encouraged to join extra-curricular clubs within the department. There is guitar and drum tuition available in school.


Subject: PE Group Arrangements: Mixed groups

Content or Programme of Study The Year 8 physical education curriculum aims to inspire all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Within this, fundamental movement skills are taught which focus on agility, running, jumping, throwing, coordination and balance as well as fundamental sports skills which focus on catching, passing, kicking, striking, and gliding. Through these concepts individual Sports will be taught to include:

• Football

• Netball

• Rugby

• Cricket

• Gymnastics

• Basketball

• Athletics

• Badminton

• Orienteering

• Health Related Exercise

• Rounders

• Handball

Method of Assessment and/or Coursework Baseline testing takes place at the start of the year as well as on-going teacher assessment throughout the Year.

Support at Home

• Ensure pupil remembers full PE kit on a regular basis.

• Emphasise the importance and benefits of regular activity as part of a fit and healthy lifestyle.

• Encourage pupils to play competitive sport. Additional Support in school and/or resources Comprehensive extra-curricular programme run at lunchtimes and after school.


Subject: Art and Design Group Arrangements: Mixed groups

Content or Programme of Study Pupils are taught in mixed ability groups over a two week period in a carousel system within the technology department. Landscape-Mixed media The theme of landscape will be looked at in some detail and pupils will be given the opportunity to produce artwork in a variety of mediums on this theme. They will look at landscape painting, sculpture and land art in an attempt to discover how artists, craftspeople and designers use the land and aspects of it in their work. They observe work of Non-Western and Western Artists both past and present in doing so. Pupils will explore at the various ways artists have represented landscape and from this research will develop their own artwork. They will be encouraged to collect further visual resources in their art folio to help with the development of work in class and produce artwork using a variety of media and techniques. Graphic Design Pupils are given opportunities to experience different approaches to art, craft and design. Through the exploration of advertising and media they are presented with the opportunity to explore graphic techniques and discover a different approach in the production of artwork. Graphic design is an aspect of art which is today perhaps in the most communicative media. Individuals identify how visual elements are used to convey ideas through the production of a piece of packaging. They are encouraged to experiment with and select from visual and other materials to stimulate and develop ideas for independent work. Pupils should modify and refine their work as it progresses and express their ideas and opinions through a widened art vocabulary. Art Appreciation Pupils will look at a specific art era / movement and investigate and recognise work produced in that period. They will develop knowledge of artists, crafts people and designers and apply this knowledge to their creative artwork. This may take the form of a ceramic artwork, a print, a painting or graphic design. Pupils may produce a piece of textile design or even work in three dimensions. Pupils will identify visual elements used to convey ideas and meanings. By showing work by a group of artists or genre in art pupils will relate art, craft and design in a social, historical and cultural context. The aim is that pupils can look at artwork, respond and evaluate it. They can form opinions on others and their own work. Western traditions will be exemplified by works chosen from Classical and Mediaeval, Renaissance and Post Renaissance periods through to the 19th and 20th century. Works from Non - Western cultures should exemplify a range of traditions from different times and places. Pupils should modify and refine their work as it progresses and express their ideas and opinions through a widened art vocabulary. Assessment Criteria for marking include the mastery of techniques in the production of artwork and pupil understanding of the set themes. There is regularly teacher/pupil discussion on progress within the classroom. Peer assessed activities and self-evaluation are valuable to aid pupils understanding and the refinement of artworks.

Support at Home Homework will be set by the teacher and students are given a sketch book related to taught themes to complete this in. Please check Show My Homework to ensure tasks are submitted on the due dates.

Additional Information Artwork is differentiated in line with the Art Department’s policy on learning. Individual pupils’ needs are met as the teacher elaborates or modifies to suit both gifted and talented pupils and those with specific learning needs. To assist in doing this, the teacher consults IEPS’s to review and modify pupils’ learning. Teachers also have the support of SEN staff where appropriate.


Subject: Computing Group Arrangements: Mixed groups

Content or Programme of Study During the autumn term, pupils learn about how the internet works. They then develop skills in html, the language used to create websites. In the spring term, pupils develop an understanding of modelling using Microsoft Excel. They create formula and graphs to display a range of information. During the summer term, pupils further develop their understanding of programming through the use of Python. Pupils will create a range of programs and undertake a series of activities to develop their understanding alongside learning a variety of keywords linked to the topic. Pupils then design and create a computer game using Multimedia Fusion 2. This allows them to be creative and to produce their own characters and backdrops, alongside promotional material and game cases. Towards the end of year 8, pupils study a unit of work entitled “Computer Science”. This further develops the knowledge they gained in year 7 and prepares them for the topics covered in the GCSE course. Throughout the year, pupils will be encouraged to continually review and improve their work through testing and through self, peer and teacher feedback. We also encourage pupils to use email and cloud computing and to improve their awareness of e-safety in an ever increasing digital world.

Method of Assessment and/or Coursework Each unit has a range of assessment opportunities, including homework tasks and classroom based activities. Some units will also have a practical assessment in class where pupils can demonstrate their understanding and knowledge. Pupils will be advised of the assessment dates throughout the year. Pupils’ homework will be available on Show My Homework.

Additional Support in school and/or resources ICT facilities available every break and lunchtime. Use of free programmes where suitable so pupils can continue developing skills at home. E.g. Python, Scratch, Audacity, Notepad. Ability to download Microsoft Office with their Office 365 email address.


Subject: D & T Group Arrangements: Mixed groups

Content or Programme of Study Pupils will carry out designs and make projects throughout the year so that they can gain the skills and knowledge that cover the Resistant Materials curriculum. Project 1: Fashion Clock Pupils to learn about how to design a product. The different stages of the design process: (Brief / Research / Analysis / Generation of Ideas / Modelling / Making / Evaluation). Practice Drawing / Hand sketching skills. How to analyse a product: What needs to be considered to design and make a product. Generation of ideas: Importance of using creativity and accuracy in the drawing of the ideas. Design development: Understand how to develop and improve a design idea. Modelling: Producing a prototype to have a better understanding of how the product is going to be made. Making: Pupils to develop their practical skills and learn new manufacturing techniques. Evaluation: Looking back at the overall project and identifying what went well and what went wrong. Project 2: Metal Key ring (Casting process) Pupils are to design a suitable shape for their key ring Once the key ring template has been completed, pupils will have to cut out and shape the mould. When the mould is ready with some assistance pupils will use the metal casting process to mould their key ring. Pupils will have to file all the metal excess and tidy the edges of the metal key ring. Surface preparation will be required before polishing the metal to give it a shiny effect. A hole will be drilled in the appropriate place to fit in a ring.

Project 3: Vehicle Challenge Group activity where pupils learn how to interact in a team. Pupils to analyse crucial factors. Pupils will produce some research to find suitable concepts to help them with their own design work. Pupils to design a range of suitable vehicles that can effectively travel the longest distance. Pupils to use their skills as a group to build a quality vehicle. Each team will compete against the other teams to test the effectiveness of their vehicle.

Method of Assessment and/or Coursework Self } Against assessment objectives for each project. Peer } Teacher } End of project assessment

Support at Home Homework resources can be accessed on the year 8 Resistant Materials Moodle page to help pupils with their work. Additional Support in school and/or resources D & T club one lunchtime each week. Resistant Materials Moodle Course.


Subject: Food Group Arrangements: Mixed groups

SS

Content or Programme of Study Year 8 focuses very much on practical skills, exploring a range of commodities and associated cooking methods and skills.

1. Dairy Produce – pupils learn how to make a roux which they turn into a cheese sauce suitable to serve with pasta. They also modify a basic recipe to create their own individual cheesecake which they enjoy decorating to a high standard.

2. Pastry – a range of different pastries are used to create mainly savoury dishes such as samosas and sausage rolls. Pupils are encouraged to explore healthy alternatives to traditional pastry based dishes. Vegetarian options are always provided as alternatives to traditional meat based products.

3. Meat and meat alternatives – pupils learn how to safely prepare, cook and store meat dishes, looking at critical temperatures and how to minimise the risks of food poisoning. They use chicken to make a sweet and sour dish and mince to create burgers or Bolognese sauce. Vegetarian and vegan alternatives are offered.

During the course of the year, pupils will also learn about special diets and the importance of healthy eating, investigating nutrition in more depth.

Support at Home Pupils are encouraged to research recipes and in practical lessons will often cook a recipe of their own choice. They must appreciate that their recipe should be possible to complete within an hour and may need guidance when selecting a suitable dish. Additional Support in school and/or resources Use of computer resource room and a variety of recipe books at lunchtimes.

Method of Assessment and/or Coursework Self } According Peer } to Teacher } Task

This varies according to task with a variety of mostly peer and teacher assessment. Practical work is assessed according to given criteria which may be focused on outcomes of dishes or on particular skills demonstrated in the lesson.

Additional Information It is important to remember ingredients for practical sessions. These should be weighed out at home. Pupils are asked to store their ingredients in the food room fridge in the morning and not in lockers.


Subject: Citizenship and PSHE Group Arrangements: Mixed Ability Groups S

Content or Programme of Study Students will follow the programme of study outlined below:

• Prejudice

• First Aid 2

• Careers – Year 9 Choices

• Immigration

• Changing My Community

• Participation in School Council Elections

• Charities: Participation in form activities.

Method of Assessment and/or Coursework Students will be assessed upon their participation, knowledge, understanding and effort. They will take part in self-assessment and peer assessment activities. Pupils will complete a series of assessed activities throughout the year.

Support Parents should discuss moral issues and current affairs with their children. They should actively encourage their children to watch or listen to news programmes. Additional Support in school and/or resources Students should make use of the library and internet and school ICT resources

Additional Information Active Citizenship is a key element of Bowland’s whole school ethos and so we encourage pupils to take part in charitable work and fundraising.


7. Clubs and Activities Pupils are given an activity card which is signed or stamped by staff when pupils attend an extra-curricular activity. A card is complete when 10 stamps are received, at which point it is handed in to pupil services. A pupil will then receive 10 society points and a first sitting pass as a reward. Clubs for pupils to attend are listed below.

Sport

Football Badminton Rounders Cross Country

Basketball Netball Gymnastics Table Tennis

Athletics Rugby Cricket

The Arts

Choir Instrumental Drama Art

Dance School Show Rock School

Other

Accelerated Reading Library Homework ICT

Games making STEM Design Tech Lunchtime Listening (MFL)

Maths help

Society events

Arts Festival Swimming Gala

Sports Day Challenge Day

8. Cross-Curricular Themed Days Annual Challenge Day. A bi-annual challenge day is timetabled for Year’s 7,8 and 9. The challenge day has a theme and examples of these are below:

British Values Day China Education Day (in line with our Chinese school partnership) Global Challenge Day

Teachers and pupils are joined by outside agencies to take part in activities that will challenge their skills, knowledge and thinking. 9. CEAIG Pupils in Year 8 start to receive structured guidance through form time, assemblies and PSHCE lessons. This guidance mainly focuses on option decisions. Pupils and parents are also invited to a KS4 information evening where they can find out more from the curriculum leaders and senior leaders about options that are on offer in Year 9 and the KS4 study years in general. 10. Enrichment week

BE – U week is an important and rewarding week during the school year. It is a chance for pupils in years 7, 8, 9 and 10 to take charge of their own learning journey, to challenge themselves with new experiences with no expectation other than their own curiosity. BE-U week is a key part of our promise to deliver more than a visible curriculum and challenge pupils to achieve great things. We offer a fantastic range of in house and collaborative activities which, as well as being great fun, have educational purposes that aim to:

• Give every pupil the opportunity to experience new situations outside of the classroom.

• Widen pupils’ horizons.

• Give pupils the opportunity to learn new skills and meet new people.

• Develop pupils’ resilience, independence and confidence.

• Promote the spiritual, moral, cultural, social and physical development of pupils.

• Prepare pupils for the opportunities and responsibilities for life in modern Britain.


Examples of BE-U Week activities are listed below

4 day London theatre visit. 5 day European football tour. History and MFL department tour to Berlin and Krakow. 3 day Lake District outwards bounds visit. The ‘Stig’ – driving experience. Culture Vulture – cultural exploration through food, art, dance etc. Bowland Buzz – a focus on positive mental health and well-being.

Feedback We hope you have found the booklet informative, if you do have further suggestions, please e-mail [email protected]

mailto:[email protected]

Documents

Curriculum Booklet Year 8 - bowland.atctrust.org.uk · Towards the end of term 2 in Year 8 pupils will be invited to select some of the options that they will commence in Year 9