The Long Eaton School

Yr8 Parent’s Information Booklet

2011-12

Pupils in Year 8 will cover the four main areas of mathematics in the curriculum;

Number

Algebra

Shape and Space

Handling Data

These will be covered throughout the year, and there will be regular assessments at the end of modules of work.

There will be a main internal exam taken during the week beginning 8th May 2012, which will give students an overall level for the year.

The most able Mathematicians in the year will be invited to take part in the UKMT Junior Maths challenge, which will take place in April 2012. This is a recognised competition across the whole country.

The pupils will use a variety of resources and text books whilst covering the course, but for use at home pupils have access to www.mymaths.co.uk for revision and homework.

Pupils will have been given their login and password for this website by their Maths teacher.

Pupils can also use SAMLEARNING as a revision resource. http://www.samlearning.com

Other useful websites

The following websites have useful maths information and activities

www.bbc.co.uk/schools/gcsebitesize/maths/

www.bbc.co.uk/schools/gcsebitesize/games/

www.bbc.co.uk/schools/ks3bitesize/maths/

www.bbc.co.uk/schools/ks3bitesize/game/

A range of units will be explored over the course of the year, including the following:

Novel – This unit will involve reading and studying the novel ‘Holes’, writing a range of texts, such as newspaper articles, diary entries, letters etc. and an in depth study of themes, characters and various aspects of the novel.

Poetry - This unit will involve reading poetry from the English Literature Heritage, comparing poems and writer’s viewpoints, writing poetry and exploring how poetic conventions are used.

Shakespeare – This unit will involve reading and understanding the play ‘A Midsummer Night’s Dream’, performing and directing aspects of it, using drama conventions to interpret the play.

Media – This unit involves analysing a film, using techniques used by film makers to create an animation, exploring effects of media on an audience.

Language study – This unit involves the exploration of how language has changed over time, analysing our own use of language and creating a presentation on language of the future.

How will your child be assessed and monitored?

Each unit will be taught with a reading, writing and/or speaking and listening focus. Your pupil’s teacher will choose a range of assessment focus areas to concentrate on throughout the delivery of each unit, according to ability and group strengths and target areas, which will vary according to the group and unit of work being taught and studied.

Every pupil in Year 8 will have been assessed on the same key assessment focus areas by the end of the year, ensuring that all aspects of their reading, writing and speaking and listening have been addressed and developed throughout the year. Your child will receive regular feedback and targets from his/her teacher, which will be recorded by students, in order for them to work towards meeting their targets in lessons.

When will exams take place?

During the assessment week 8th-11th May your child will sit a range of internal examinations. The exams will combine all writing and reading skills, in order to project an overall writing and reading level for your child. This data will play an integral part in ensuring that your child is put into the correct ability group in Year 9, in order to ensure that learning is a pleasant and challenging experience.

Sources of help:

Book Club (see Ms Raybould), Creative Writing Club (in the library), Film Club (see Miss Allen)

The BBC website is a great source of help, which your child may find useful in helping support and develop his/her own learning. The BBC Key Stage 3 website is broken down into sections:

Reading – sentences, writing structure, character analysis

Writing – different writing styles and methods of preparation Speaking and Listening – presentation, listening and dramatic techniques

Shakespeare – character, language, issues and performance http://www.bbc.co.uk/schools/ks3bitesize/english/

These are the specific topic areas that students will be studying in each subject (Biology, Chemistry and Physics):

o Fit and Healthy and Designer Genes o Drugs and Disease o Atoms o Heating and Cooling o Magnets o Sound and Light o Environmental chemistry and Flower Power o Magic Metals and Energetic Reactions o Speeding Up o Moments and Pressure

Students will be regularly assessed using APP (Assessing Pupil Progress) activities at the end of each module plus end of unit tests. All students will sit a final Key Stage 3 end of Year exam during the week commencing 8th May 2012. Recommended websites for revision

http://www.bbc.co.uk/schools/ks3bitesize/science/ http://www.cgpbooks.co.uk/pages/interactive_ks3_science.asp http://lgfl.skoool.co.uk/keystage3.aspx?id=80 http://www.scibermonkey.org/default.htm http://www.samlearning.com

Recommended books for revision/supplementing learning:

CGP KS3 Science Revision Guides - Levels 5-7/3-6 Lonsdale The Essentials of Science: Key Stage 3 (Science Revision Guide) Letts Key Stage 3 Science Study Guide

Instructions for parents on where to direct their child if they feel they need extra homework

It is recommended that students focus on SAMlearning for extra homework. Key Stage 3 >Science> Levels 3-6/5-7 Another good website to stretch students is http://www.darvill.clara.net/myon.htm.

Microsoft Excel (lessons 1-4)

Microsoft Excel is a spreadsheet program which allows you to enter numbers and/or data into the rows or columns of a spreadsheet, and to use these numerical entries for such things as calculations, graphs, and statistical analysis. Spreadsheets are also popular for testing hypothetical scenarios.

Adobe Photoshop (lessons 6-11)*

Adobe Photoshop is one of the most powerful image modification programs on the market today. It is widely used throughout the world and is so dominant that when we notice that an image has been altered, we say it has been “Photoshopped.”

Adobe Flash (lessons 12-17)

Adobe Flash is used primarily to create web content. Games, website animations, interactive features such as toolbars, advertisements and media players such as those embedded on sites like YouTube can all be made and powered in Flash

Adobe Fireworks (lessons 18-23)

Adobe Fireworks is used to design and optimize graphics for the web. It can also be used to create vector graphics that, in turn, can be used to create animated gif files

Adobe Dreamweaver (lessons 24-29)

Adobe Dreamweaver is an industry leading web software application that provides website creation and management. This advanced program meets the needs of many skills levels, from professional web designers to beginners just learning about page creation

Microsoft Word (lessons 30-31)

Microsoft Word is a word processing program used to create, view, edit, save and print electronic documents

Microsoft Publisher (lessons 32-33)

Microsoft Publisher is a desktop publishing application which helps students to learn about page layout and design rather than text composition and proofing

Prezi (lessons 34-36)

Prezi is a web-based presentation application and storytelling tool that uses a single canvas instead of traditional slides. Text, images, videos and other presentation objects are placed on the canvas and grouped together in frames to allow users to create non-linear presentations, where users can zoom in and out.

*lesson 5 is Hispanovision cross curricular project Recommended Websites For help with any of the Adobe programs, try: http://www.entheosweb.com/free_resources.asp For help with any of the Microsoft programs, try: http://office.microsoft.com/en-us/support/training-FX101782702.aspx

What Will I Study?

You will cover a variety of topics such as personal descriptions, house and home life, school and daily routines, food and drink, holidays and life in different countries.

What knowledge, skills & understanding will I learn?

Reading: You will learn to read a variety of texts for different purposes including signs, emails, blogs, letters, and articles. You will give multiple choice answers in the language and note down the main points.

Listening: You will listen to messages, dialogues, songs, announcements and interviews of varying lengths on a CD with pauses that will allow you to write down your answers.

Speaking: You will learn to communicate by asking questions, and giving detailed answers including opinions on a wide range of topics.

Writing: You will learn how to draft a piece of writing and use assessment criteria to identify areas for improvement before producing a final copy. Writing tasks include letters, emails, lists, and diary entries.

What types of learning activity will I be doing?

You will be using thinking skills; categorising, deduction, problem solving. You will have a workbook for self-access reading and writing tasks which are designed to be fun. You will learn and practise new language through games, worksheets, ICT software packages and

audio-visual stimuli.

Recommended revision/consolidation

www.linguascope.com www.languagesonline.org.uk/ http://www.hellomylo.com/

Key assessments

You will be tested in your listening, speaking, reading and writing. These tests will take place during the Year 8 assessment week, week beginning 8th May 2012.

In Year 8 core Technology pupils will spend an average of 2 ½ hours a week following an 8 week curriculum in each of the following specialist areas:

Food Pupils research the culture and diets of a chosen country before planning and making a traditional 2 course meal based on their research. RMT1 Pupils begin to work with much greater accuracy while manufacturing a coat hook. They use some of the skills built up in Year 7, but are also introduced to working with metal. Some of the processes are quite specific, while others involve more personal creativity. RMT2 Having developed some very basic foundation knowledge of electronics in Year 7, pupils will deepen their understanding of electronics while making a mood light. They will design the casing and vacuum form it over a mould, before assembling the circuit board to go inside. Graphics In Year 8 pupils gain an understanding of what computers can do for us in the world of design through a range of computer aided design packages. Textiles In Textiles pupils are guided through the process of designing and constructing a bag. The finished articles are often used for carrying trainers or PE kits to school.

Pupils are able to opt into the following pathways within Technology in Years 8 & 9:

Food Technology Pathway This pathway follows the Edexcel BTEC Level 1 Award in Home Cooking Skills, which leads to a Level 1 BTEC qualification by the end of the year. The award has been developed by Jamie Oliver, and is designed to develop good eating habits in young people that will stay with them for life. Pupils will learn how to prepare a variety of foods, how to use equipment in the kitchen safely, and how to follow various cooking techniques such as roasting, whisking, poaching & marinating. Typical activities will include preparing eggs, breakfasts, lunches, soups, salads, breads, pasta, seasoned vegetables, mince, fish, quick cooked meat, chicken, puddings and barbeque food. Pupils will demonstrate an understanding of food safety and hygiene that can be used at home. To find out more you can visit www.jamieshomecookingskills.com STEM Pathway This is a hands-on practical approach to developing skills in Science, Technology, Engineering and Maths. The course will provide pupils with a deeper understanding of Maths & Science principles, including levers, energy, electron flow & motion, shape & space and calculation. This will be delivered in a workshop environment where pupils can develop a good working knowledge of materials and equipment in Technology. Pupils will learn how to use a range of specialist Technology equipment safely and correctly. The course follows a number of projects including the construction of a working trebuchet and a current-producing wind turbine. Testing of products is done through launching ammunition and measuring electricity. For more information about the STEM agenda, visit www.stemnet.org.uk Vocational Pathway This pathway provides the most opportunities to become familiar with skills experienced in KS4 Engineering and Construction. Pupils will develop skills through a range of hands-on and design-based activities, creating quality products that will last a lifetime. Activities will include using hand tools safely & correctly, measuring and marking to achieve close-fitting joints, and communicating designs for products through technical drawings. Pupils will learn how to use rods to mark out, make mitred stopped mortise and tenon joints, create bevels and plough planed grooves, and use adhesives correctly. At the end of the course pupils will be much better prepared for the challenges faced on BTEC courses. They will also gain useful knowledge and understanding in preparation for all Technology GCSEs, including sustainable design and production planning.

In Year 8 all students follow a core program of Drama and Music. Units of work are designed to expose students to a variety of skills, techniques and genres whilst incorporating lots and lots of practical work!

Drama Music

Improvisation A unit of work that develops students’ skills in

spontaneous, rehearsed and polished improvisation.

Blues and its Descendants A unit of work which looks at Blues music and the

related styles including pop, rock and R ‘n B. Keyboard, guitar and vocal skills are used with

students developing an understanding of chords, chord progressions and improvisation.

Commedia Del'Arte Building on the skills from improvisation this unit extends the students’ skills in the 500 year old art form Commedia, which explores stock characters,

exaggerated physicality and clowning.

Calypso Music A unit of work which is based around whole class

performances on Steel Band. Students learn about Carnival culture and calypso music while developing rhythmic and ensemble skills.

Truth and Lies Students’ explore the case of Christopher Craig and

Derek Bentley, looking at perspectives and developing devised pieces and characters using real

life events.

African Music A unit of work which allows students to develop composition skills as well as developing African

drumming technique and performing in increasingly complex ensembles.

Those students who choose to take additional Performing Arts pathways have the opportunity to develop their skills further.

Music Music Drama Drama Drama Dance

Au

tum

n Cartoon Music – Extended

composition skills Reality and Illusion Non-naturalistic theatre techniques exploration

Physical Theatre Develops a range of physical theatre skills leading to sustained performances.

Puppet Making, Set and Lighting Exploration of the 7 types of plot and development of scripts and puppet making.

Technique

Dance Music – Composition and Music Tech

Street Dance –basic technique and style

Spri

ng

Band Project – Independent musicianship skills and popular music

Stereotypes Exploration of gender stereotypes using exaggerated characterisation

Choreography – student led choreography development

Sum

mer

Class Orchestra – classical ensemble skills in addition to the possibility of learning a second instrument.

The Fog Exploration of a spooky continuous narrative

Reality and Illusion Non-naturalistic theatre techniques exploration

Chair and Pillow

Chair and Pillow – contemporary dance

Parents can support their child’s development in the Performing Arts by taking them to performance events, encouraging them to listen to a wide range of music and coming to see them in school performances. www.trch.co.uk The Nottingham Royal Centre www.derbylive.co.uk Guide to performances in Derby

During Year 8 and 9 students will be involved in taking part in 6 Art modules which will require you working in a range of media looking at work from different times and cultures. The work will be based on looking at primary and secondary sources and you will have the opportunity to experiment with both 2D and 3D work. We concentrate on extending our knowledge that we have gained in Year 7 on formal elements such as colour, line, tone, pattern and texture.

Themes that we look at

Natural forms

Still life

Comic books

Dreams

Human form

Pattern

Artist and art movements that you will study

Pop art : Andy Warhol and Roy Lichtenstein

Expressionism : Vincent Van Gogh

Cubism : Pablo Picasso

African art

Surrealism: Salvador Dali, Rene Magritte and M C Escher

The different Processes / Martials you will be using

Ceramics: clay, glazes

Paintings: watercolours, poster paint and acrylics

Tone work: charcoal, graphite sticks, pen and ink

Printmaking: polyprint, lino printing, collagraphy

You will also be given the chance to carry out more in-depth investigation into art movements from different centuries and from different cultures which will inform your art knowledge and give you a good foundation for the future.

Work is assessed after each module is completed and takes the form of teacher assessment, peer assessment and self-assessment.

Students who chose the additional Art pathway will study the AQA GCSE Art and Design (Short Course).

Candidates are required to work the art discipline of Photography

Candidates should adopt an integrated approach to the critical, practical and theoretical study of art, craft and design which include first-hand experience of original work.

Candidates will have to show knowledge and understanding of:

how ideas, feelings and meanings are conveyed in images and artefacts in photography

an appropriate range of art, craft and design processes in two and/or three dimensions related to photography, including, where appropriate, information and communication technology

how images and artefacts relevant to photography relate to their social, historical and cultural context

an appropriate variety of approaches, methods and intentions and the contribution of contemporary practitioners and others from different times and cultures to continuity and change in photography, art, craft and design.

Candidates will be expected to demonstrate skills in the context of their chosen area of study.

The course is made up of 2 different areas of study

Unit 1 Portfolio of Work 60%

Candidate portfolio selected from work undertaken during course of study and must include one project.

Unit 2: Externally Set Task 40%

Question papers issued from 1st January, candidates respond to their chosen starting point.

Unlimited preparation time then 10 hours of sustained focused study.

Work is assessed after each module is completed and takes the form of teacher assessment, peer assessment and self-assessment. At the end of the course the work is displayed and formally assessed by an external moderator from the AQA exam board.

Students in Year 8 follow an integrated Humanities programme where they continue to build on the skills

that they have developed in Year 7 in History, Geography and RE.

Every unit contains an extended piece of work which forms their assessment. All students are given a task

sheet to help them to structure the task and has advice about what they need to include in order to secure

their target level. These pieces of work are collected over the whole of Key Stage 3 and used to assess the

level that students are working at.

History:

In History students explore a range of key historical events from Britain and around the world. These

include a detailed investigation into the Slave Trade including its consequences both in Britain and the

New World. Students will learn about how the slave trade began, the conditions under which the

slaves lived and the key events which led to its abolition. Students are set an independent project to

complete throughout the course which is assessed against National Curriculum Levels at the end of

the unit.

In the second unit students study the life of Native Americans during the 19th century. This unit

allows students to understand the consequences of societies in conflict and make comparisons

between different cultures. This unit is assessed via a piece of extended piece of writing at the end of

the unit.

The final two units of the course explore the changing nature of warfare with a case study on the First

World War. These units allow students to understand how the technology of war has developed and

the factors that have facilitated these advances. The First World War unit is assessed through an

individual research project which is designed to allow students to demonstrate their ability to use

sources and research to understand and present information on key historical events.

Geography:

Modern Geography looks at how people live with and affect the environment, from local to global

scales. Geography today is about educating and encouraging people to provide a sustainable future

for future generations. Students develop geographical skills that support skills in English and Maths,

as well as enquiry based learning and decision making.

• Wild Water – the study of rivers and floods and their impact. • Moving Stories – the impact of migration both in and out of the UK • Into Africa – how we are connected to a richly diverse continent • Jungle! – the importance of and future of the world’s rainforests

Useful websites: There are a number of websites that students might find helpful to support their learning

Subject Web addresses

History http://www.spartacus.schoolnet.co.uk/ http://www.historylearningsite.co.uk/

Geography http://kids.nationalgeographic.com/kids/ http://www.nationalgeographic.com/ http://mapzone.ordnancesurvey.co.uk/mapzone/ http://www.geography.learnontheinternet.co.uk/ http://www.geography-map-games.com/ http://www.bbc.co.uk/schools/websites/11_16/site/geography.shtml

http://www.barnabybear.co.uk/main.asp?pageID=9 RE http://www.bigmyth.com/2_eng_myths.html

http://www.bbc.co.uk/religion/ http://www.reonline.org.uk/ks3/indexx.php

RE:

In RE lessons students look at a combination of religious ideas and contemporary ethical issues.

They begin with a study of creation stories from a range of religious and cultural backgrounds

through to the impact that scientific has had on those views. In the assessment for this unit

students are asked to create their own creation myth.

The second unit is an in depth study of Islam: the worlds fasted growing , exploring their key

beliefs and practices. Students will look at its founder, Muhammad, why the Qur’an is important,

what happens on pilgrimage and how Islam helps those in need. This leads into a unit about

sacred spaces, researching key places in the UK and then giving students the opportunity to design

what they think would make a place that could be used by people from a range of religious

traditions in the UK.

To finish the year, we study a unit called ‘Where are we going?’ which looks at how Christians and

other faiths mark key miles stones in life. Their assessment for this unit is a comparative look at

how different cultures treat the elderly, encouraging students to draw their own conclusions

about which they feel is better and why.

Breaktime: Open to all

Lunchtime: Monday – Open to all Tuesday – Year 7 only Wednesday – Open to all Thursday – Open to all Friday – No computers, Quiet reading only After School: Monday-Wednesday & Friday – Open to all Thursday – Years 10 & 11 only (New directions club)

The Year 8 assessment week will be the week beginning 8th May 2012

Tutor review days will take place on 17th November and 14th March. It is vital that parents and students attend their appointment on tutor review day.

Year 8 parents evening is 26th June 2012.

Make sure your child has all the equipment they need for school EVERYDAY including planner, pen, pencil, ruler, rubber, scientific calculator, ID card.

Communicate with form tutor/class teachers by using the planner or phoning the school. Make students aware of the key assessment dates and ensure they are fully prepared Encourage students to attend extracurricular clubs Set up a regular homework routine at home (e.g. no TV whilst working, check their work, provide

rewards for good pieces of homework) Monitor the work that students are doing at home. Although homework is not set every week for

every subject students can use the websites in this booklet to extend their learning.

Lunchtime Afterschool (3-4pm unless stated)

Monday QUEST Club (L1G)

Dodgeball (Sports hall)

Manga Club (Library)

Games Club (H1G)

Choir

Band Factory

Tuesday Drama Club (Dance studio)

Basketball (Sports hall)

Reading club (Library)

Games club (H1G)

Mandarin Club (L3F)

Yr7&8 Humanities club (H2G)

Theatre company (Hall)

Drumatic steel band 3-3.45pm

Pan-ache steel band (3.45-4.30pm)

Netball (Netball courts)

Year 9 Rugby (field)

Let’s get cooking club (T1G)

Wednesday Senior flutes (windbags)

Badminton (Sports hall)

Yr7&8 Tennis (Tennis courts)

LEGO club (Library)

Games Club (H1G)

Brass Band

School show 3-4.30pm

Creative writing club (Library)

Archery (sign up with Mr Smith)

Thursday Dance club (Dance studio)

Circuit training (Sports hall)

Games Club (H1G)

Mandarin club (L3F)

Maths clinic

School show 3-4.30pm

Mountain Bike club (field)

Trampolining (gym)

Tennis (Sports hall) Yr7&8

Hockey (Astro turf)

Mandarin lessons (L3F)

Friday Games Club (H1G)

French Club (L4F)

Steel Band (A3G)

Concert band (A2G)

Guitar group (A3G)

Stamps are awarded for attending extra curricular clubs!