Gumley House Convent School
Year 8 Curriculum Booklet
2012-2013
General Curriculum Information for Key Stage 3
The curriculum in Year 8 is organized and taught in the following way:
CONTENTS
PAGE
GENERAL CURRICULUM INFORMATION
2
ART & DESIGN
3
DESIGN & TECHNOLOGY
4
DRAMA
5
ENGLISH
6
GEOGRAPHY
7
HISTORY
8
MATHEMATICS
9
MODERN FOREIGN LANGUAGES
Art and Design:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Each band consists of four groups.
Group size approximately 26 students per group.
Design &
Technology/ICT:
Taught in two bands, X (Houses CFJ) and Y (Houses MRT). Each band
consists of five groups and students follow a carousel programme of
Food Technology, Textiles, Resistant Materials, Graphics and ICT
Drama:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Each band consists of four groups. Group size approximately 26
students per group.
English:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Setted in four groups per half year according to ability.
Movement between sets is possible.
Geography:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Each band consists of four groups. Group size approximately 26
students per group.
History:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Each band consists of four groups. Group size approximately 26
students per group.
Maths:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Setted in four groups per half year according to ability.
Movement between sets is possible.
MFL:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Each band is made up of four groups.
In the x band the groups are organised in the following way:
Mandarin Set 1 – have 2 lessons of Mandarin and 1 lesson of Spanish
Mandarin Set 2 – have 3 lessons of Mandarin.
French Set 1 – have 2 lessons of French and 1 lesson Italian.
French Set 2 – have 3 lessons of French.
10 - 19
FRENCH (Language 1 – Set 1)
FRENCH (Language 1 – Set 2)
In the y band the groups are organised in the following way:
French Set 1 – have 2 lessons of French and I lesson of Italian.
French Set 2 – have 3 lessons of French.
Spanish Set 1 – have 2 lessons of Spanish and 1 lesson of French.
Spanish Set 2 – have 3 lessons of Spanish.
FRENCH (Language 2 - Set 1)
ITALIAN (Language 2 – Set 1)
SPANISH (Language 1 – Set 1)
SPANISH (Language 1 – Set 2)
SPANISH (Language 2 – Set 1)
Music:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT).
Each band consists of four groups.
Group size approximately 26 students per group.
PE:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT).
Each band consists of four groups. Group size approximately 26
students per group.
PSHEE & C:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT) by a
specialist team of staff. Each band consists of four groups. Group size
approximately 26 students per group.
RE:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT).
Each band consists of four groups. Group size approximately 26
students per group.
Science:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT).
Each band consists of four mixed ability groups. Group size
approximately 26 students per group.
MANDARIN (Sets 1 & 2)
MUSIC
20
PHYSICAL EDUCATION (PE)
21
PSHEE & C
22
RELIGIOUS EDUCATION (RE)
23
SCIENCE
24
2
Art & Design
Assessment
Homework minimum 1 hour 15 minutes
per fortnight.
Homework is regularly marked, in line
with the whole school marking criteria
(assessment for learning). Comments are
also given on how Students can improve
their work, and they are expected to
respond to these in order to raise their
levels of achievement.
SUBJECT TOPICS COVERED
Art from a range of cultures. Deep research into the watercolour techniques and concepts
behind the work of major contemporary artist Chris Ofili. The Human Figure.
SKILLS
Drawing, painting and print making.
Mixed media' experimental work (exploring materials).
Design and presentation are important.
Direct observational drawing forms an integral part of each project.
Research, collecting relevant information and development tasks.
Exploring stylistic and conceptual concerns in artist’s work.
Exploring Art from different cultures.
Development of images and a personal response.
Evaluations are carried out at the end of
each topic.
Types of Homework
Drawing, painting, ICT design-based
homework.
Research/presentation on artists.
Collecting reference material/objects.
Systematic use of sketchbook – journal
and profiling.
Analysing images.
Book/Resources/Website References:
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www.british-museum.ac.uk
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www.nationalgallery.org.uk
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www.tate.org.uk
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www.newbritishartists.co.uk
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www.moma.org (Modern Art)

Artcyclopedia – www.artcyclopedia.com

‘How to’ books (portraits/figures). Portrait books/postcards (these will be
provided by department for reference in class).
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Use of school library and art library resources.
Activities/Visits:

Opportunities for ‘visiting’ artists – group projects relating to class work.
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Students are encouraged to visit London based galleries and record visits as part
of research on thematic topics.
3
Design &
Technology/ICT
SUBJECT TOPICS COVERED
Assessment
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Assessment is ongoing.
Self assessment and discussion with
leader is used.
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At the end of a module the teacher gives
written comments and National
Curriculum Levels.
Food – Family meals and Healthy eating.
Textiles – Designing and making decorative fleece products.
ICT - create a fitness information pack to encourage Year 8 students to
get fit and track their own progress.
Graphics – Designing and making a souvenir package
Resistant Materials – Designing and Making sculptures from steel wire.
SKILLS
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Building upon the basics covered in Year 7 (Integrated Learning) – more
complex tasks and/or introduction to new techniques e.g. brazing –
using engineer’s lathe – CAD/CAM.
Licence to Cook Certificate.
Types of Homework
Book/Resources/Website References:
Various: research, extension tasks,
decision making, written up notes, etc.
●
Text books, but mainly own publications.
Activities/Visits:
●
These are integral to the curriculum studied.
4
Drama
SUBJECT TOPICS COVERED
Assessment
Practical assessments which are marked
and assessed according to school policy
and Drama Department Levels.
●
Introduction to Drama
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Movement and Mime
●
Props and Monologue
●
Melodrama
●
The Odyssey
●
Circus and Slapstick
SKILLS
Adapting language to an audience, cooperation, listening, concentration, control,
Types of Homework
Line learning, research, independent
rehearsals, extended project
performance skills, design skills, characterisation, voice & movement skills.
Book/Resources/Website References:
●
Various scripts
●
National Theatre website
●
RSC website
●
Shakespeare’s Globe
●
Starting Drama text book
●
DVD resources
Activities/Visits:
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Drama Club
●
Drama Festivals
●
Theatre Trips
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Whole School Productions.
5
English
Assessment
Students are assessed according to whole
school marking policy on Reading,
Writing, Speaking and Listening as well as
Effort on all their homework.
National Curriculum levels are used for
half-termly assessments.
SUBJECT TOPICS COVERED
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Types of Homework
SKILLS
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Students will be offered a wide variety of
written and oral tasks e.g. Write an
advice sheet on how to write for a
Broadsheet newspaper or write an extra
scene for the play studied.
Students will write their own short
stories and play scripts.
The author study will be an extended
piece of analytical work. Shorter
sentence and word level tasks will be set
for homework for the Short Story and
Poetry topics.
Study of Newspapers; film/media; poetry; short stories and plays.
Students study the sinking of the Titanic for the purposes of creative writing.
Each student takes on the role of a passenger on the Titanic and charts the
pporgress of that fateful voyage through a series of pieces of creative writing.
All aspects of grammar are revised – spelling, parts of speech, punctuation,
sentence structures and paragraphing.
Writing for different purposes and audiences.
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Develop inferential and deduction skills; recognise bias and objectivity.
Literary forms e.g. sonnet making connections between texts.
Use of quotations
Oral skills-tell a story, make a presentation, role play
Discursive markers and how to use them; developing vocabulary. Increasing
accuracy in spelling, punctuation, sentence structure and paragraphing.
Proof reading.
Constructing a logical argument in written or oral form.
Extended writing; proof reading; library skills and dramatic techniques.
Use of standard English both spoken and written.
Research skills
Book/Resources/Website References:
●
●
www.englishresources.org
www.bbc.co.uk/ks3english
Activities/Visits:
Visits to the theatre are arranged if and when a suitable production is available.
6
Geography
Assessment
Homework is set weekly and marked
using the school marking policy.
At the end of each topic pupils will
complete an assessment which is marked
using National Curriculum Levels, for
example, research project, leaflet, oral
presentation, group assessment, and
test.
Types of Homework
Answering questions / completing tasks
on a worksheet.
Independent research, collecting data.
Looking at different peoples’ opinions,
preparing for a role play.
An annotated drawing or piece of writing
to show understanding of the topic.
Completing maps.
Working on an assessment.
SUBJECT TOPICS COVERED
Geography at Key Stage 3 is studied through the theme of ‘Places’. In Year 8 topics will
include:
● Amazing Places – Europe and Tourism
● Dangerous Places – Earthquakes and Volcanoes
● Threatened Places – Tropical rainforests Brazil
● Changing Places – Wilderness areas
● Linked Places – Keep on Moving
● Local Places – River fieldwork
SKILLS
Students will be able to:
Use atlases, globes, maps at a range of scales, photographs, satellite images and
other geographical data including GIS.
Construct maps and plans and use graphical skills.
Communicate their knowledge and understanding using geographical
vocabulary
Use fieldwork tools and techniques appropriately and safely.
Ask geographical questions thinking creatively, constructively and critically.
Collect, record and display information.
Analyse and evaluate and draw conclusions.

Solve problems and make decisions on Geographical Issues.
Book/Resources/Website References:
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An atlas for use at home would be of considerable benefit to students.
www.internetgeographer.com
www.geographyinthenews.rgs.org
http://mapzone.ordnancesurvey.co.uk/mapzone/
http://www.buzzin.net/other/geography.htm
http://www.oxfam.org.uk/coolplanet/kidsweb/index.htm
A variety of text books are used.
Atlases are used regularly.
A wide variety of worksheets designed specifically by members of the
Department to support the work done in class.
ICT rooms/wireless laptops
Students are expected to provide their own pens, pencils, eraser, sharpener,
and coloured pencils (felt tips should not be used).
Activities/Visits:

‘Keep on Moving’ Central London field trip

Denham Country Park, River studies fieldwork


Denham Country Park, River studies fieldwork
7
History
Assessment
Over the course of the year, students will be
set a number of National Curriculum
assignments; some to be completed in test
conditions, some to be completed in lessons
and at home. These assignments will be
awarded National Curriculum Levels between
3 and 8, with a positive comment and a
suggestion on how to improve the next piece
of work. Levels achieved on these
assignments will contribute to the levels
reported home in the course of Year 8.
SUBJECT TOPICS COVERED
Pupils will look at the theme of ‘Times of Upheaval’. Students will examine how significant
changes in World History effected people’s lives. Pupils will study:
Religious Upheavals
 The Industrial Revolution
A study into ‘What’s worth knowing about Charles Darwin?’
World War Two and the Home Front
 The slave trade and Abolition
SKILLS
We look to develop the historical skills of students, a process started in Year 7.
Over the year, students will develop their ability to use and interpret sources to
find out about events and people. They will improve their literacy by analysing
longer pieces of text and writing their own more structured and complex
explanations.
Students will analyse sources and interpretations to find out about events and
people. They will further examine sources skills, inference, interpretation,
reliability. They will also extend sources work by linking sources to knowledge.
By the end of the year, they will be able to handle a wide range of source
material confidently and some will be able to evaluate and justifying conclusions.
Students will improve their literacy by analysing longer pieces of text and writing
their own structured explanations.
Independent research and conducting historical enquiries, looking at significance
and linking factors.
Class work and homework will be marked in
accordance to the school’s marking policy.
Students will have their target level for the
end of Key Stage Three in the front of their
exercise books and teachers will encourage
students to meet and, where possible,
surpass that target.
Students are taught to self mark and peer
mark throughout the year to help them
develop as independent, confident and skilful
learners.
Types of Homework
We aim to set a wide range of homework
which is project based. During a typical term,
students may be asked to complete
homework such as producing a piece of
extended writing, research for projects. They
will also be asked to complete additional
learning for a National Curriculum assignment
or further reading.
Book/Resources/Website References:
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www.schoolshistory.co.uk
www.activehistory.co.uk
www.bbc.co.uk/history
www.history.org.uk
www.spartacus.schoolnet.co.uk
www.nationalarchives.gov.uk/education
Book/Resources/Web page Modern Minds textbooks.
Useful Websites
A variety of text and educational videos and books are used.
A wide variety of worksheets designed specifically by members of the
Department to support the work done in class.
ICT rooms/wireless laptops
Students are expected to provide their own pens, pencils, eraser, sharpener, and
coloured pencils (felt tips should not be used).
Activities/Visits

Incorporated within the Programme of Study, including Hampton Court and a
‘Keep on Moving’ London Field Trip
8
STUDY TOPICS COVERED:
Add, subtract, multiply and divide integers.
Mathematics
Use the equivalence of fractions and percentages to compare proportions;
calculate percentages and find the outcome of a given percentage increase or
decrease.
Divide a quantity into two or more parts in a given ratio; use the `unitary
method' to solve simple work problems involving ratio and direct proportion.
Use standard column procedures for multiplication and division of integers and
decimals, including by decimals such as 0.6 or 0.06; understand where to
position the decimal point by considering equivalent calculations.
Assessment
Simplify or transform linear expressions by collecting like terms; multiply a single
term over a bracket.
At the end of each topic students are given an
assessment to see how well they have
progressed. This gives them a chance to
assess their own learning and progress and
reflect on their areas for improvement.
Substitute integers into simple formulae.
Plot the graphs of linear functions, where y is given explicitly in terms of x;
recognise that equations of the form y=mx+c correspond to straight-line graphs.
Identify alternate and corresponding angles; understand a proof that the sum of
the angles of a triangle is 180º and of a quadrilateral is 360º.
An end of year test is given in the Summer
term to give feedback on progress made
throughout the year, issues from this test
determine what is taught for the rest of the
Summer term.
Enlarge 2-D shapes, given a centre of enlargement and a positive whole-number
scale factor.
Use straight edge and compasses to do standard constructions.
Deduce and use formulae for the area of a triangle and parallelogram, and the
volume of a cuboid; calculate volumes and surface areas of cuboids.
Construct, on paper and using ICT, a range of graphs and charts; identify which
are most useful in the context of a problem.
Find and record all possible mutually exclusive outcomes for single events and
two successive events in a systematic way.
Types of Homework
Identify the necessary information to solve a problem; represent problems and
interpret solutions in algebraic, geometric or graphical form.
Homework is designed to consolidate and
develop work done in class. This may include:
 Reinforcement exercises from the text
book 2G, 2R or 2B which should be kept at
home unless required by teacher.
 MyMaths – students will be given logins
and passwords.
 Functional skills task which may be given
for completion at home over half a term as
part of an extended homework project
Use logical argument to establish the truth of a statement.
SKILLS
Problem solving in a variety of contexts.
Information processing skills.
Enquiry skills.
Creative thinking skills.
Reasoning skills.
Evaluation skills.
As well as understanding mathematical concepts students will be encouraged to
work as a member of a group, apply their knowledge across topics and learn
independently.
Book/Resources/Website References:
For Students:
BBC Bite-Size Maths & www.mymaths.co.uk
MathsWatch disk for those working at level 3-5
Text book – Impact Maths 2R 2B & 2G.
Activities/Visits
For Set 1 students, Junior Maths Challenge papers.
Drop in maths club for any issues with Homework. This club is on a Thursday
afternoon. All are welcome.
9
Modern Foreign Languages
FRENCH
Language 1 (Set 1)
Assessment
National Curriculum Levels 3-5
End of unit tests in all four skills.
Continuous informal assessment during
oral work.
Vocabulary, verb and listening tests
Adapting given stimulus to produce own
piece of writing.
SUBJECT TOPICS COVERED
In the town: shops and goods, food shopping, costs, numbers, money, prices.
Holiday Plans: countries, transport, future activities, future time markers, description of
town or region, what you can / can’t do there, ask permission to do something, read and
write postcards.
At school: description, the school day, travel, morning and evening routines, opinions of
school subjects and aspects of school life, what you want and don’t want to do.
The Family: introductions, staying with a French family, what you have done recently,
presents and souvenirs, say good bye and thank you.
Food: buy drinks and snacks in a café, choose ice creams, discuss what you like to eat and
drink, order a meal in a restaurant, describe a meal.
Types of Homework
Reading comprehension.
Letter writing.
Learning vocabulary, verbs, structures
Graded worksheets
Crosswords, word searches, gap-fill
exercises
Use of ICT to produce picture stimulus for
new vocabulary and display work
Matching exercises – English to French,
picture to French
Display or poster work by hand or on
computer
Travel: travel plans, signs in a station, buy a train ticket, say what must or should not be
done, understand travel information, travel by air, coach and boat, describe a recent day
out.
Well being: clothes, appearance, body, saying where it hurts.
Outings: deciding what’s on and where to go, accepting and refusing invitations,
arranging a meeting, leisure activities past and present.
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:
Encore Tricolore 2 workbook (incl. CDs and worksheets)
Interactive Whiteboard activities
 Reading: A La Carte
Worksheets produced by staff

www.quia.com
www.linguascope.com

www.languagesonline.org.uk
ICT: Cut, Paste and Surf

www.zut.org.uk
Activities/Visits:
Language Festival in Summer Term
Weekly Language Club
Languages and history trip to Hampton Court
11
Modern Foreign Languages
FRENCH
Language 1 (Set 2)
Assessment
National Curriculum end of unit tests
Levels 3-5
Continuous informal assessment during
oral work.
Vocabulary, verb and listening tests
Adapting given stimulus to produce own
piece of writing.
SUBJECT TOPICS COVERED
1. Family and where you live: Talking about yourself, families and jobs people do.
Talking about where people live and describing the weather.
2. Free Time:
Talking about what you like doing, what sports you do/what you do with your friends.
Talking about TV programmes. Saying what you and your friends did last weekend.
3. Going Out:
Making and reacting to invitations/making excuses. Talking about buying clothes.
Saying where you went in town.
Types of Homework
Reading comprehension.
Letter writing.
Learning vocabulary, verbs, structures
Graded worksheets
Crosswords, word searches, gap-fill
exercises
Use of ICT to produce picture stimulus for
new vocabulary and display work
Matching exercises – English to French,
picture to French
Short reading passages to extract
information or true/false exercise.
Display or poster work by hand or on
computer
4. Eating and drinking:
Food you like/don’t like. Breakfast and lunch/preparing for a party.
Buying provisions/evening meals.
5. Travel and Holiday:
Countries and languages. Talking about holidays. Describing a holiday centre.
Finding information about a holiday destination. Talking about a past holiday.
6. Friends:
Talking about your friends/Pocket money. Talking about gadgets. Plans for the holidays.
Talking about plans and dreams.
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:
Expo 2 vert workbook (incl. CDs and worksheets)
DVD’s
Interactive Whiteboard activities
 Reading: A La Carte
Worksheets produced by staff
 CD Rom: Cut, paste and Surf
www.quia.com
 www.zut.org.uk
www.linguascope.com
Activities/Visits

Language Festival in Summer Term

Languages and History trip to Hampton Court

Weekly Language Club
11
Modern Foreign Languages
FRENCH
Language 2 (Set 1)
Assessment
National Curriculum Levels 1-4
End of unit tests in all four skills
Continuous informal assessment during
oral work.
Vocabulary, verb and listening tests
Adapting given stimulus to produce own
piece of writing.
SUBJECT TOPICS COVERED
Greetings:
name, age, classroom instructions, objects in the classroom.
Home: where you live, the classroom, description of a town in France.
At home: yours and other people’s home and family, where things are, who things belong
to, days of the week.
Animals: animals and pets, descriptions of animals and objects using colour and size,
likes, dislikes and preferences.
Festivals: dates, important events in the year, clothes, birthdays and presents.
Types of Homework
Reading comprehension. Letter writing.
Learning vocabulary, verbs, structures
Graded worksheets
Crosswords, word searches, gap-fill
exercises
Use of ICT to produce picture stimulus for
new vocabulary and display work
Matching exercises – English to French,
picture to French
Display or poster work by hand or on
computer
Activities: weather, seasons, sport and leisure, activities at the weekend and in bad
weather.
A town in France: places in the town, tourist information, directions, distance.
School Day: time, daily routine, school subjects, opinions.
Food: food and drink, mealtimes, accept and refuse food and drink, likes and dislikes.
Leisure: leisure activities, 24 hour clock, helping at home.
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:
Encore Tricolore 1 workbook (incl. CDs and worksheets)
DVD’s
Interactive Whiteboard activities
 Reading: A La Carte
Worksheets produced by staff
 CD Rom: Cut, paste and Surf
www.quia.com
 www.linguascope.com
www.languagesonline.org.uk
 www.zut.org.uk
Activities/Visits

Language Festival in Summer Term


Weekly Language Club
Languages and History trip to Hampton Court
12
Modern Foreign Languages
ITALIAN
Language 2 (Set 1)
Assessment
National Curriculum Levels 1-4
End of unit tests in all four skills
Continuous informal assessment during
oral work.
SUBJECT TOPICS COVERED
Meetings, greetings and introductions.
Names, ages and where you live.
Classroom instructions, alphabet, numbers.
Vocabulary, verb and listening tests
Adapting given stimulus to produce own
piece of writing.
Days of the week, months of the year.
Asking and telling the time.
Talking about yourself, your family and other people, likes and dislikes, school subjects.
Talking about your home, saying what you do at home.
Types of Homework
Reading comprehension. Letter writing.
Learning vocabulary, verbs, structures
Graded worksheets.
Crosswords, word searches, gap-fill
exercises.
Use of ICT to produce picture stimulus for
new vocabulary and display work.
Matching exercises – English to Italian,
picture to Italian.
Short reading passage to extract
information or true/false exercise.
Display or poster work by hand or on
computer.
The Present Tense.
Saying what sport you play.
Pets.
Parts of the body.
Free-time activities, saying how you get around, giving simple directions.
Seasons and the weather.
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:
Tutti Insieme 1 workbook (incl. CD)
DVD’s
Interactive Whiteboard activities
 Worksheets produced by staff
www.quia.com
 www.linguascope.com
www.languagesonline.org.uk
Activities/Visits

Language Festival in Summer Term

Weekly Language Club
13
Modern Foreign Languages
SPANISH
Language 1 (Set 1)
Assessment
National Curriculum Levels 3-5
Assessment
End
of Unit tests in all four skills
National Curriculum Levels 3 – 5.
End of Unit tests in all four skills
Types of Homework
Vocabulary and structure learning.
Types
Gap
fill.of Homework
Matching exercises – English to Spanish,
Vocabulary
and structure learning.
picture
to Spanish.
Gap
fill.
Display and poster work by hand or on
Matching exercises – English to Spanish,
computer.
picture
to Spanish.
Short
reading
passages to extract
Display
and
poster
by hand or on
information or true / work
false exercise.
computer.
Te
toca a ti exercises.
Short reading
passages to extract
Cuaderno
worksheets
information or true / false exercise.
Te toca a ti exercises.
Cuaderno worksheets
SUBJECT TOPICS COVERED
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Introducing yourself: Making comparisons, using adverbs, making introductions,
at a pen-pal’s house, buying gifts, describing personality types, writing a thankyou letter.
Food: Saying what you eat, comparing meal times in Spain & the UK, saying what
type of food you like & why, buying food, finding out how much things cost,
saying you are hungry & thirsty, ordering tapas & drinks, talking about healthy
eating.
Shopping: talking about clothes, comparing prices, what suits you, shopping for
clothes, saying what you are going to wear using the future tense, school
uniform, types of shops.
Tourism: places of interest, describing holidays in the present and preterite
tenses
Having fun: making arrangements to go out, films, cinema, describing events in
the present, preterite and imperfect tenses.
Health: saying you’re not feeling well, at the chemist, talking about how long
you’ve been doing something and saying what you should or shouldn’t do,
healthy lifestyles.
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:
Listos 2 Rojo
This text book covers the same topics as that used in Set 2. However, girls in Set 1 will
use a wider range of vocabulary, and more emphasis will be placed on grammatical
accuracy.
Reading: Vamos a Leer
ICT Cut, Paste and Surf
.
www.linguascope.com
www.quia.com
www.studyspanish.com
www.espanol-extra.co.uk
www.zut.org.uk
ACTIVITIES/VISITS

Language Festival in Summer Term.

Weekly Language Club.
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Languages and History trip to Hampton Court
14
Modern Foreign Languages
SPANISH
Language 1 (Set 2)
Assessment
SUBJECT TOPICS COVERED
National Curriculum Levels 3-5
End of Unit tests in all four skills
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Types of Homework
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Vocabulary and structure learning.
Gap fill.
Matching exercises – English to Spanish,
picture to Spanish.
Display and poster work by hand or on
computer.
Short reading passages to extract
information or true / false exercise.
Te toca a ti exercises.
Cuaderno worksheets
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Introducing yourself: Making comparisons, using adverbs, making introductions, at a
pen-pal’s house, buying gifts, describing personality types, writing a thank-you letter.
Food: Saying what you eat, comparing meal times in Spain and the UK, saying what
type of food you like and why, buying food, finding out how much things cost, saying
you are hungry and thirsty, ordering tapas and drinks, talking about healthy eating.
Shopping: talking about clothes, comparing prices, what suits you, shopping for
clothes, saying what you are going to wear using the future tense, school uniform,
types of shops.
Tourism: places of interest, describing holidays in the present and preterite tenses.
Having fun: making arrangements to go out, films, cinema, describing events in the
present, preterite and imperfect tenses.
Health: saying you’re not feeling well, at the chemist, talking about how long you’ve
been doing something and saying what you should or shouldn’t do, healthy lifestyles.
SKILLS
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Listening

Speaking
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Reading

Writing
Book/Resources/Website References:
Listos 2 Verde
This text book covers the same topics as that used for Set 1. Girls in Set 2 will study the
topics in less detail, and emphasis will be placed more on communication than on
grammatical accuracy.
Reading: Vamos a Leer
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www.linguascope.com
www.espanol-extra.co.uk
www.zut.org.uk
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www.quia.com
www.studyspanish.com
ICT Cut, Paste and Surf
ACTIVITIES/VISITS
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Language Festival in Summer Term.
Weekly Language Club.
Languages and History trip to Hampton Court
Book/Resources/Website References:
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Work in the school grounds and locality.
Students are encouraged to make the most of London based galleries and are
informed of new exhibitions. Making connections with local galleries and artists’
studios.
15
Modern Foreign
Languages
Italian
Language 2 (Set 1)
Assessment
National Curriculum end of unit tests
Levels 1-4
Continuous informal assessment during
oral work.
Vocabulary, verb and listening tests.
End of Unit tests in all 4 skills
Adapting given stimulus to produce own
piece of writing.
Types of Homework
Reading comprehension.
Letter writing
Learning vocabulary, verbs,
structures.
Graded worksheets.
Crosswords, word searches, gap-fill
exercises.
Use of ICT to produce picture
stimulus for new vocabulary and
display work.
Matching exercises – English to
Italian, picture to Italian.
Short reading passages to extract
information or true/false exercise.
Display or poster work by hand or on
computer.
SUBJECT TOPICS COVERED
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Meetings, greetings and introductions.
Names, ages and where you live.
Classroom instructions, alphabet, numbers
Days of the week, months of the year.
Asking and telling the time.
Talking about yourself, your family and other people, likes and dislikes, school
subjects.
Talking about your home, saying what you do at home.
The Present Tense.
Saying what sport you play.
Pets.
Parts of the body.
Free-time activities, saying how you get around, giving simple directions.
Seasons and the weather.
SKILLS

Listening

Speaking

Reading

Writing
Book/Resources/Website References:

Tutti Insieme 1 (inc. cd)
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DVD’s
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Worksheets produced by staff

Italian readers.

www.quia.com

www.languagesonline.com
ACTIVITIES/VISITS

Language Festival in Summer Term.


Weekly Language Club.
Languages and history trip to Hampton Court
16
Modern Foreign
Languages
French
Language 2 (Set 1)
Assessment
National Curriculum Levels 1-4
End of Unit tests in all 4 skills
Continuous informal assessment during
oral work.
Vocabulary, verb and listening tests.
Adapting given stimulus to produce own
piece of writing.
SUBJECT TOPICS COVERED
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Types of Homework
Reading comprehension.
Letter writing
Learning vocabulary, verbs,
structures.
Graded worksheets.
Crosswords, word searches, gapfill exercises.
Use of ICT to produce picture
stimulus for new vocabulary and
display work.
Matching exercises – English to
French, picture to French.
Display or poster work by hand or
on computer.
Greetings – name, age, classroom instructions, objects in the classroom.
Home – Where you live, the classroom, description of a town in France.
At home – yours and other people’s home and family, where things are, who
things belong to, days of the week.
Animals – animals and pets, descriptions of animals and objects using colour and
size, likes, dislikes and preferences.
Festivals – dates, important events in the year, clothes, birthdays and presents.
Activities – weather, seasons, sports and leisure, activities at the weekend and in
bad weather.
A town in France – places in the town, tourist information, directions, distance.
School day – time, daily routine, school subjects, opinions.
Food – food and drink, mealtimes, accept and refuse food and drink, likes and
dislikes.
Leisure – leisure activities, 24 hour clock, helping at home.
SKILLS

Listening

Speaking

Reading

Writing
Book/Resources/Website References:

Encore Tricolore 1 including cassettes and worksheets.
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DVD’s
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Worksheets produced by staff

www.quia.com

www.languagesonline.com
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www.linguascope.com

www.zut.org.uk
ACTIVITIES/VISITS

Language Festival in Summer Term.


Weekly Language Club.
Languages and History trip to Hampton Court
17
Modern Foreign
Languages
Spanish
Language 2 (Set 1)
Assessment
National Curriculum Levels 1-4
Continuous informal assessment.
Listening, Speaking, Reading and Writing
tests.
SUBJECT TOPICS COVERED
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Types of Homework
Vocabulary and structure
learning
Gap fill
Matching exercises – English to
Spanish, picture to Spanish
Display and poster work by hand
or on computer.
Short reading passages to extract
information or true/false
exercise.
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Introductions: name, age, birthday, alphabet, in the classroom.
School – subjects, activities in lessons, describing teachers, opinions on subjects,
in the cafeteria.
Family – relatives, numbers to 100, pets, colours, appearance and character
At home – describing where you live, what your house is like, your bedroom and
activities in your bedroom.
Hobbies – what you do in your free time, telling the time, sports, saying what
you like to do and what you are going to do.
In the town – describing the town, places around the town, invitations to go out,
weather, what you are going to do in the town this weekend.
SKILLS

Listening

Speaking

Reading

Writing
Book/Resources/Website References:
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Mira 1 textbook and CD’s
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Reading Vamos a Leer.
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DVD’s
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ICT: cut, paste and surf
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www.quia.com
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www.studyspanish.com

www.linguascope.com

www.zut.org.uk

www.espanol-extra.co.uk
ACTIVITIES/VISITS

Language Festival in Summer Term.

Weekly Language Club.
18
17
Modern Foreign Languages
MANDARIN
Sets 1 and 2
Assessment
National Curriculum end of unit tests
Levels 3-5
Continuous informal assessment
Listening, Speaking, Reading and
Writing tests.
SUBJECT TOPICS COVERED
Holidays: Weather, countries, places transport
Home: People’s appearance, bedroom furniture, colours, clothes, daily routine
Where you live: places in town, describing your house, weekend activities, jobs.
Grammar: future and past time markers, adjectival verbs, opinions, prepositions,
comparisons, connectives, sentence structures.
Types of Homework
Reading comprehension
Letter writing
Learning vocabulary, verbs, structures
Graded worksheets
Crosswords, word searches,
gap-fill exercises
Use of ICT to produce picture stimulus for
new vocabulary and display work
Matching exercises – English to Mandarin,
picture to Mandarin
Short reading passages to extract
information or true / false exercise
Display or poster work by hand or on
computer
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:
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Jinbu book 2
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Interactive Whiteboard activities
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Worksheets produced by teacher
Sets 1 and 2 both use the same text book. However, girls in Set 1 will use more
complex sentence structure and more emphasis will be placed on grammatical
accuracy.
Activities/Visits:

Weekly Language Club

Language Festival in Summer Term

Languages and History trip to Hampton Court
19
Music
Assessment
Individual, small group and whole class
performance – recording and informal
assessment.
A range of listening and discriminating
tasks relating to topics – formal
assessment.
Composition work relating to topics
covered which are assessed using
departmental criteria and the whole
school policy on marking and assessment.
SUBJECT TOPICS COVERED
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Music and media – Film and Advertising
STOMP!
Minimalism
Blues Project
Composition project
SKILLS
Developing a sense of pulse and rhythmic awareness.
Types of Homework
Building vocal confidence.
Creating and developing musical ideas through composition and
improvisation.
Revision of topics for tests.
Using traditional and non-traditional notation to read and write music.
Research on composers, instruments
and styles.
Developing keyboard skills.
Communicating ideas and opinions using musical vocabulary.
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Answering questions based on listening
work completed in class.
Evaluations of performance.
Learning words for concert song
performances.
ICT – to create, manipulate and refine sounds.
Book/Resources/Website References:
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Curriculum material compiled by department.
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Music Matters – Marian Metcalf and Chris Hiscock.
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Departmental Vocal and Instrumental Arrangements.
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Video clips from YouTube and other online resources
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DVD and CD resources appropriate to topics.
Activities/visits:
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Performing in Christmas and Summer Concert.
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Opportunities to perform in Assemblies and other School Events

Individual and group performing in Music Festival
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Visit to the West End to see ‘STOMP’
20
P.E.
Assessment
Students will be assessed through:
Practical performance.
Knowledge and understanding of
SUBJECT TOPICS COVERED
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rules/tactics.
Ability to plan sequences.
Ability to evaluate own and
others performance.
Types of Homework
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Students study the following physical activities:
Autumn/Spring terms – Gymnastics, Dance, Netball, basketball, Fitness and
outdoor education.
Summer term – Rounder, Athletics, Tennis.
SKILLS
Students will:

Be able to plan and perform a warm up for themselves/others.
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Extend and apply their range of skills in each physical activity.
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Develop an understanding of rules/tactics in games.

Create sequences in answer to set tasks in aesthetic activities

Evaluate their own work and that of others.
Students may be asked to research
certain subject areas.
Book/Resources/Website References:
Students are encouraged to practice
practical activities at home/leisure time.
Students are asked to do research for an
extended project in the spring term.
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www.physicaleducation.co.uk
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www.insidethehumanbody.co.uk
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www.sportinglife.com
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www.healthyideas.cm
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Equipment – Indoor activities – Black shorts, white T-shirts.
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Outdoor activities –Black shorts, T-shirt, trainers.
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Optional – Black tracksuit bottoms, Yellow sweatshirts, dance shoes.
Activities/Visits
All students are encouraged to participate in extra curricular activities. Students have
opportunities to represent Gumley at school/ borough/county level. Some students will
be given the opportunity to be involved in the London Youth Games for their borough.
21
The broad aims of the PSHE and Citizenship Course are to achieve:
Knowledge and understanding about becoming informed citizens
Personal, Social, Health,
Economic Education and
Citizenship
Course Content
Rights and responsibilities
Human Rights
Who influences our lives?
Education for personal
relationships including friendship
and bullying behaviours
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Developing skills of enquiry and communication
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To use their imagination to consider other people’s experiences and be able to think
about, express and explain views that are not their own.
To negotiate, decide and take part responsibly in both school and community-based
activities and reflect on the process of participating.
Developing confidence and responsibility and make the most of their abilities.
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Miracle of Life’.
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internet
The ability to think about topical, political, spiritual, moral, social and cultural issues,
problems and events by analyzing information.
The ability to justify orally and in writing a personal opinion about such issues,
problems or events.
To contribute to group and exploratory class discussions and take part in debates.
Developing skills of participation and responsible action
Sex education including ‘The
Personal safety including the
The work of community-based, national and international voluntary groups.
The importance of resolving conflict fairly and the world as a global community.
The legal and human rights and responsibilities underpinning society, basic aspects
of the criminal justice system, and how both relate to young people
The diversity of national, regional, religious and ethnic identities in the UK.
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To respect the differences between people as they develop their own sense of
identity.
To recognise how others see them and be able to give and receive constructive
feedback and praise.
To recognise the stages of emotions associated with loss and change and how to
deal positively with the strength of their feelings in different situations.
To reflect on and assess their strengths in relation to personality, work and leisure.
Developing a healthy, safer lifestyle.
During the key stage, pupils should be
taught the knowledge, skills and
understanding through opportunities to:
Take responsibility
Feel positive about themselves
Meet and work with people
Develop relationships
Consider social and moral
dilemmas
Find information and advice
Prepare for change
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To recognise the physical and emotional changes that take place at puberty
and how to manage these changes in a positive way.
How to keep healthy and what influences health, including the media.
To understand that good relationships and an appropriate balance between work,
leisure and exercise can promote physical and mental health.
Human reproduction, in the context of Catholic teaching on sexuality and
relationships.
To recognise and manage risk and make safer choices about healthy lifestyles,
different environments and travel.
To recognise when pressure from others threatens their personal safety and wellbeing, and to develop effective ways of resisting pressures, including knowing when
and where to get help.
Developing good relationships and respecting people’s differences
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The effects of all types of stereotyping, prejudice, bullying, racism and discrimination
and how to challenge them assertively
How to empathise with people different from themselves
The nature of friendship and how to make and keep friends
Recognising some of the cultural norms in society
The changing nature of relationships with friends and family
The role and importance of marriage in family relationships
The role and feelings of parents and carers and the value of family life.
Recognising that goodwill is essential to positive and constructive relationships
Recognising the importance of negotiation within relationships, and consequences of
actions.
Resisting pressure to do wrong, to recognise when others need help and how to
support them.
Communicating confidently with their peers and adults.
22
R.E.
Assessment
Students to monitor their own
performance in relation to their target
levels recorded at front of exercise book.
In Years 8 and 9 self assessment and peer
assessment training and implementation.
SUBJECT TOPICS COVERED
Teachers to mark at least 2 pieces of
work every half term in detail with
comments and traffic lights to indicate
achievement.
Every half term a formal assessment is
given. Students to know the success
criteria. This should assess a range of
skills in RE and may be in the form of a
test, a group or individual presentation, a
project or a piece of extended writing.
Formal assessment used to inform setting
of future target levels.
Types of Homework
Term One:
The meaning of the Old Testament through story. Pupils will then apply the story to
Salvation History in the Old Testament. Focus on God the Father.
Term Two:
The story of Jesus in the New Testament through story and cross curricular links.
Term Three:
The story of The Christian Church with main focus on the action of the Holy Spirit.
SKILLS
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Build on Bible research skills.
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Interpretation of Biblical story and its application to our lives.
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Empathy with the story in order to interpret the Christian story
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Assimilation of facts, research.
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Knowledge of KEY WORDS.
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Team work, use of ICT with presentations and projects, co-operation, listening
Written work in different styles.
Illustrated work
Research and Project work.
and thinking skills.
Book/Resources/Website References:
Booklet containing resources.
Own “Good News Bible”(students should have their own copy)
‘How the Bible Came to Us’ M Doney.
‘Some Hard Questions’ C Wright.
Revolutionary Christians’ C Richards
‘Jesus’ M Doney
www.re-xs.ucsm.ac.uk
www.request.org.uk
www.google.co.uk
Gumley Virtual Learning Platform.
Activities/Visits

School based retreat in Spring term.
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Meditation and prayer in Bethany.
23
Science
Assessment
Activities are provided that enable
students to assess their own
understanding and progress. In addition,
work is marked by teachers at regular
intervals and after each module there is a
short written test to give feedback on
understanding of the work. At the end of
the summer term there is a short written
test to assess the work studied over the
whole year.
SUBJECT TOPICS COVERED
Science is studied in modules. One module of Biology, Chemistry and
Physics is covered each term. During year 8 students will be involved in a
cross curricular project that involves links with work being studied in
Geography and History, the project looks at disease and its impact on
human history and society.
The programme covers the following topics:
Types of Homework
Activity sheets that follow-up the work
done in class; research of topic of next
lesson; posters for class displays; creative
writing; preparing brief talks for role
plays/debates/
Biology: Food and digestion; Respiration; Microbes and disease; Ecological
Relationships.
Chemistry: Atoms and elements; compounds and Mixtures; The story of Rocks; Particles;
Solutions.
Physics: Forces; Heating and cooling; Sound; Magnets and electromagnets; Electric
circuits; Light and Sound.
SKILLS

Students will develop independence in planning, obtaining evidence and
interpretation whilst becoming skilled in the use of a range of specialist science
equipment.
Book/Resources/Website References:

Students have access to a personal copy of Exploring Science 8.

Students must bring safety glasses and a calculator to science lessons.

www.planet-science.com is a good place to start searches for unusual topics.
Activities/visits:

Science Club
24