BURNTWOOD
AN ACADEMY FOR GIRLS
YEAR 8
CURRICULUM GUIDE
2015 - 2016
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‘THE BEST EDUCATION TODAY FOR THE WOMEN OF TOMORROW’
ABOUT THIS CURRICULUM GUIDE: INFORMATION FOR FAMILIES
This booklet has been designed to help you support and encourage your daughter's learning during her second year
at Burntwood. In it you will find;
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detailed information on the programmes of study and resources to be used
a guide to the amount of homework set in each subject area
an explanation of the way in which each subject is set
the name of the member of staff to be contacted if you have any specific queries or difficulties
ways in which you can help and support your daughter
For information of a more general nature please contact me, Ms J. Britton, YCC Year 8.
English
Mathematics
Science
Humanities (Geography, History & Religious Studies)
Information & Communication Technology
Languages
Physical and Arts Education
Visual Arts and Design & Technology
Learning Support (Special and Additional Educational Needs)
Tutorial Programme
Citizenship
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13 - 14
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The ‘How you can help’ section of each page will give you suggestions of ways in which you can positively support
your daughter and she will feel greatly encouraged by your interest. You can also support her by checking her school
organiser weekly and communicating with her tutor, or class teacher, if you have any queries or concerns.
All girls in Year 8 are continuously assessed in both classwork and homework. You will receive Grade Sheets in
December 2014, July 2015 and written reports at the end of the Spring term 2015.
Now that your daughter has established herself at Burntwood I hope she will not only work to develop her study skills
and achieve her best in lessons, but also make a positive contribution to the school, through her involvement in clubs
and activities, and representation of the school at sporting competitions, concerts, performances, Open Season and
reception duty. There are many opportunities that will enrich her learning environment and develop her talents.
I do hope that you find this booklet helpful and that you can use the information in it to support our work, and that of
your daughter.
Ms J. Britton
Curriculum Co-ordinator Year 8
SCHOOL LIBRARY
Burntwood School Library is located on the ground floor of Building 2 (the red building). Books (fiction and non
fiction), newspapers and magazines are available. We have computers that are available for homework and research
before and after school as well as during break and lunchtimes.
The Library is staffed by a full-time Librarian and two part-time Library Assistants who are available to answer queries
and to assist students in finding any information they may need. All Year 7 students participate in a Library induction
with their. Students are entitled to borrow a maximum of 3 items for up to 2 weeks at a time. Overdue books are
recalled first on lists to tutors, then letters home to parents. Lost/damaged books are charged for, with the
replacement cost being the full price of the book.
There are exciting events organised by the Library including visits by leading authors and poets. Lunchtime and after
school activities include a book club, manga and anime club, film club and games club. Stationery items are also sold
at very reasonable prices.
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Managed Learning Environment (MLE)
Explanation for students
What is the MLE?
The MLE (Managed Learning Environment) is made up of two systems, Fronter and Burntwood Connect. It combines a wide range
of easy-to-use tools for learning and collaboration online. The MLE will help support your school work in and out of lessons,
allowing you to learn anywhere at anytime. You can use the MLE from any computer which has access to the Internet.
The MLE will allow you to:
Access learning materials created by your teachers and others.
Store work and notes online for use in assignments, homework and revision.
Work at your own pace and with a wide range of learning styles, through a more personalised curriculum. Submit homework and
assignments online for marking and assessment.
Participate in live discussions and forums with other students and teachers. Access useful information about school events.
How to login to Burntwood Connect from school:
1. Log into the school computer using your network username and password.
How to login to Fronter from school:
1. Log into the school computer using your network username and password.
2. Once Burntwood Connect has loaded, click on Fronter logo
3. Type in your Fronter username and password into the Fronter login box
How to login to Burntwood Connect outside school:
1. Open the Internet browser
2. Visit the school website, www.burntwoodschool.com.
3. On the hompage click on ‘Useful Links’.
4. Select ‘Burntwood Connect’ from the drop down
5. Enter your network username and password that you would normally use when you login to the school computers.
How to login to Fronter outside of school:
1. Open the Internet browser
2. Visit the school website, www.burntwoodschool.com
3. On the hompage click on ‘Useful Links’.
4. Select ‘Fronter’ from the drop down
5. Type in your Fronter username and password into the login box, this login is different from your Burntwood Connect login
SAM LEARNING
This is an Online Revision & Assessment Tool
Why use SAM learning?
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It is independently proven to boost exam results.
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Online revision improves exam technique, confidence and motivation.
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Students can work at their own pace, anywhere and at any time.
How to log on:
1. Open the Internet browser.
2. In the web address tool bar, type in www.samlearning.com
3. Select the green ‘Login Here’ button
4. Type in the Centre ID, User ID and password.
Centre ID: SW17b
User ID: Date of birth followed by two initials - first name then last name.
Example 010896DJ is the User ID for Davina Jones born 1st Aug. 1996.
Password: Initially same as the User ID.
Students are encouraged to change this to something difficult to guess.
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ENGLISH
LESSON/S PER WEEK: 4
HOMEWORK: 60 Minutes per week
STAFF TO CONTACT: Ms L. Latimer-Jones (Head of Cluster) and Mr W. Furnell (Head of Key Stage 3 English)
COURSE CONTENT/DESCRIPTION
In English lessons students develop speaking and listening, reading and writing skills by exploring a range of fiction
and non-fiction texts, including poetry and the plays of William Shakespeare. Students are given opportunities to
further their written skills by producing both creative and personal texts.
Each unit involves a variety of resources, activities and skills. In addition, students focus on a skill from each of the three
National Curriculum Profile components (Speaking and Listening, Reading and Writing) and these three skills are tested in
an end-of-unit assessment. This approach prepares them well for the assessments at the end of Key Stage 3 and builds
on skills learned in Primary School and in Year 7.
The assessment of work follows National Curriculum and whole school requirements. Your child will be awarded a
National Curriculum level for selected pieces of work within each unit of study. On a number of occasions throughout
the year, teachers will use Assessing Pupil Progress (APP) guidelines to make judgements about your child's
level of attainment and to set targets for improvement.
In Year 8, classes are divided into ability sets. There are five levels of ability. All sets are taught the Burntwood English
curriculum. Students in 'accelerated' sets benefit from more difficult texts and assignments, while other students
benefit from smaller groups, additional staffing and work to help improve technical skills in their reading and writing.
Both traditional and modern literatures are taught during the year and the development of reading is the key to
independent learning. Presentation and study skills underpin the teaching of all units. Marking is in line with whole-school
policy and is seen as an important part of developing technical accuracy and the organization of ideas.
There are a number of opportunities for visits and extra-curricular experiences throughout the year, including theatre
trips, writing master classes and participation in Curriculum Plus.
The English & Media Cluster are responsible for the teaching of a Communication & Study Skills Course. This
course will help students develop a range of skills by making use of cross-curricula resources. Lessons will take
place one a week with a different unit of study taking place each half term; lessons may not be taught by a student ’s
usual English teacher.
GROUP ORGANISATION/SETTING
Students are taught in groups of similar ability. They are identified according to ability at the end of Year 7, based on
teacher assessment throughout the year and end-of-unit assessment results. Sets are reviewed annually after
assessment of particular pieces of writing and reading, with movement up or down based on teacher assessment of
student performance.
BOOKS/OTHER MATERIALS/VISITS etc.
All your daughter's text and reading books are provided by the English Cluster, as are a range of resources and
worksheets. We seek your support in looking after them, as they are very costly to replace. Where students need
to make notes on copies of their texts then books will be made available for you to purchase.
HOW YOU CAN HELP
Please encourage your daughter's reading, both for school and leisure by visits to the library. A new Burntwood reading
list will be available in the autumn term from the staff above, to aid your daughter's choice and extend her reading. In
addition, testing her spelling and vocabulary will motivate your daughter as well as reinforcing her success. Going to
the theatre and cinema, as well as being enjoyable experiences, are excellent ways of broadening your daughter's
experience and improving her critical responses.
Please check your daughter's English book regularly in order to monitor her progress and see targets for future
improvement. Finally, we would ask you to try to ensure that your daughter meets her homework and assignment
deadlines.
3
MATHEMATICS
LESSON/S PER WEEK: 4
HOMEWORK: 60 Minutes per week
STAFF TO CONTACT: Ms C. Rupprecht (Head of Key Stage 3 Mathematics)
COURSE CONTENT/DESCRIPTION
The course is based on the Level Up (Heinemann) scheme using the book most appropriate to each student’s attainment
and ability. During Year 9 the majority of lessons are teacher-led, following the three-part lesson structure. Extensive use
is made of specialist software and the interactive whiteboards. All work is cross- referenced with the National Curriculum
and detailed records for each student are kept, showing their progress through the Attainment Targets. Homework is set
from a separate book as well as from MyMaths. This online assessment provides instant feedback and will enable
the student to focus on the topics that they find most challenging. During the year, students also use Spreadsheets
(Excel) to help develop their algebraic skills. Regular practice in oral and mental activities and the relevance of
Maths to life outside the classroom are integral features of the majority lessons.
From September 2013, the Maths Cluster will be responsible for the teaching of a Maths and Study Skills Course. This
course will help students develop and consolidate essential mathematical skills as well as giving them the opportunity
to explore cross-curricular links. The aim of the course is to enable students to appreciate the role that mathematics
has in the world beyond the classroom. Lessons will take place once a week and may not be taught by a student's
usual Maths teacher.
Classwork and homework achievement is recorded on the student’s target sheet and compared to the NC level that the
student is targeting. After the class has worked through a unit, their work is reviewed by the teacher and they complete a
short test. After the test has been marked by the teacher, each student uses the results and feedback to set a target for
that unit of work. This process enables parents to monitor their daughter’s progress throughout the year.
Test levels below that expected for the set will lead to the student’s position in the set being reviewed.
(See setting arrangements below)
GROUP ORGANISATION/SETTING
At the start of Year 8, students are put into ability sets across the year using the following criteria: teacher
assessment on performance in Year 7 and the results of end-of-year assessments. There are 10 sets in total.
Each student’s performance is monitored half-termly throughout the year and a student may be moved between sets
as appropriate.
BOOKS/OTHER MATERIALS/VISITS etc.
Each student is provided with a copy of Level Up Maths (Heinemann) for class-work and the accompanying book for
homework. The homework book includes a CD-ROM that contains an interactive version of the class-work book
(Live Text). Every student should always bring their textbook, exercise book, a pen, HB pencil, ruler, 360° angle
measurer, pair of compasses and calculator to Maths lessons. There are Key Stage 3 books available from major
booksellers to reinforce work learnt at school.
HOW YOU CAN HELP
Sign your daughter’s target sheet to confirm you have seen her test level and teacher comments.
Ensure your daughter knows her times tables.
Look at her work and discuss it with her.
Ensure she does her homework twice a week.
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SCIENCE
LESSON/S PER WEEK: 4
HOMEWORK: 60 Minutes per week
STAFF TO CONTACT: Dr S. Daire (Head of Science)
COURSE CONTENT/DESCRIPTION
The Key Stage 3 curriculum is covered in two and a half years. Students will start their GCSE courses in Year 9.
The topics taught in Year 8 are:
Biology 1 – Genetics, variation, health and the impact of exercise.
Biology 2 – Nutrition, respiration and the breathing system.
Chemistry 1 – Acids, alkalis, pH scale, reactions of acids and bases, combustion, thermal decomposition, exothermic
and endothermic reaction.
Chemistry 2 – Chemical reactions, patterns in reaction, chemical properties of metals and non-metals, representing
chemical reactions, reactivity series and ceramics.
Physics 1 – Motion, forces, pressure, floating and sinking.
Physics 2 - Light waves, reflection, refraction, sound waves, echoes, sound travelling in solids, liquids and gases.
How Science Works
Students are encouraged to build on their scientific knowledge and understanding by planning, carrying out and
evaluating investigations. Other aspects of How Science Works are delivered within the context of the above
modules.
GROUP ORGANISATION/SETTING
Students are continually assessed according to National Curriculum Attainment Target levels through level assessed
tasks, investigative work and end of module assessments; there is also an end of year assessment. Student
achievement in these areas and in Sc1 is used to organise setting according to ability. Students will be placed into
sets at the start of year 8 and will be re set in the Spring term.
BOOKS/OTHER MATERIALS/VISITS etc.
Hodder Science Gold Book B
‘Exploring Science 8’
HOW YOU CAN HELP
Encourage your daughter to ask questions about the world around her. Take her to Science centres such as the Science
Museum, Natural History Museum, London Planetarium, Wetlands Centre (Barnes) and the London Aquarium.
Encourage her to use internet revision sites including KS3 Bitesize and SAM learning. Look at her books and encourage
her to share what she is learning.
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GEOGRAPHY
LESSON/S PER WEEK: 2
HOMEWORK: 40 Minutes per week
STAFF TO CONTACT: Miss A. Kitteringham (Head of Geography)
COURSE CONTENT/DESCRIPTION
Students will study a variety of geographical concepts through the following units:
Risky World
This unit covers a range of natural hazards with a focus on tectonic and climatic processes, including their
causes and distribution. Students also study the effects of natural processes on people, and management
techniques used to deal with such hazards.
Rivers and People
Through this unit of work students investigate the natural processes that create rivers and occur within drainage
basins. Students will carry out an enquiry into river flooding, and the subsequent management techniques used
to deal with such issues.
Fragile Environments: Antarctica
Students will look at the physical features of this landmass and how it is being affected by human processes. They will
study the wildlife and nature of Antarctica, threats caused by humans and how different countries in the world are
working together to protect it.
Map skills
Students will learn basic geographical map skills including scale, direction and measuring distance. They will put
these skills into practice around the school and with Ordnance Survey maps of London.
Globalisation and Fashion.
Students will study the fashion industry and how this links to globalisation, trade and economic development. A focus
on East Asia highlights social, economic and environmental impacts of the industry.
GROUP ORGANISATION/SETTING
Students will be taught in mixed ability tutor groups across KS3.
BOOKS/OTHER MATERIALS/VISITS/FIELD COURSES etc.
1. a. ‘Foundations’, b. ‘Interactions’: Books by David Waugh.
2. ‘Geography Matters’ Books 1, 2 and 3.
3. ‘Geography 1’ (2 & 3)
HOW YOU CAN HELP
Encourage your daughter to read widely about environmental and global issues, visit the Natural History and Science
Museums and watch relevant programmes on television, especially news reports.
Check your daughter’s homework regularly.
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HISTORY
LESSON/S PER WEEK: 2
HOMEWORK: 20 Minutes per week
STAFF TO CONTACT: Ms L. Mottram (Head of History)
COURSE CONTENT/DESCRIPTION
History KS3 Overview - KS3 History is approached thematically as well as chronologically.
In this way students will re-visit key themes each year and build upon the previous year’s learning and progress.
Introduction - ‘What did we learn last year?’, students will reconsider what the study of History entails, including the
skills that they will develop as well as the key concepts and key themes that they will be learning about in the coming year.
Lives, Beliefs and Ideas - Students will ask the following questions about beliefs and ideas with regard
to changes in religion during the Tudor monarchy-What did people believe? What changed and what stayed the same? How
much did religion change overall?
Conflict and Co-operation - Students will be asked the following questions about conflict and co-operation with regard
to the British Civil war. What is a civil war? Why do people take sides? How does a civil war happen?
Power and Democracy - Students will study the changing nature of Kingship and power, focusing particularly on the
significance of the French Revolution and how that affected French ideas and wider political thinking.
Movement and Settlement - Students will study the causes and effects of the Industrial Revolution in Britain,
focusing particularly on how it affected certain sectors of society.
Empire, Trade and Colonialism - Students will discuss the term ''Empire'' as an introduction to the course of study in year
9.
GROUP ORGANISATION/SETTING
Year 8 students are taught in mixed ability tutor groups.
BOOKS/OTHER MATERIALS/VISITS etc.
Students use a variety of textbooks and other resources such as a range of pictorial sources and the World Wide
Web.
HOW YOU CAN HELP
A visit to the National Army Museum would be useful for the Civil War in Britain. The National Gallery has an
interesting collection of Tutor Portraits. The Science Museum provided an interesting insight into the technology
behind the Industrial Revolution. Entrance to these museums is free.
Please encourage your daughter to use the library at school or locally and to read historical novels or books on the
period she is studying.
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RELIGIOUS STUDIES
LESSON/S PER WEEK: 2
HOMEWORK: 30 Minutes per week
STAFF TO CONTACT: Miss A. Betts (Head of Religious Studies)
COURSE CONTENT/DESCRIPTION
UNIT ONE: Christianity
This is a study of Christianity and Christian denominations, particularly Roman Catholic and Pentecostal Christians.
Topics include: The Church, The Bible, Baptism, The Eucharist and Christian Worship.
Assessment: mid unit timed assessment, peer marked.
UNIT TWO: Islam
This is a study of Islam as a living religion, and its most important beliefs and practices. Topics will include: The 5 pillars,
The Qur’an, Prayer and Worship, The Mosque, Celebration and Festival, Daily Life and Culture.
Assessment: end of unit timed assessment, teacher assessed.
UNIT THREE: Festivals
A study of 2 Festivals in a choice of Christianity, Islam or Hinduism. Students will need to explain the historical aspects
of the festival, the importance of the festivals to the followers of the religion and anaylse how the festivals are celebrated
around the world.
Assessment: student folder, teacher assessed. End of unit timed assessment, peer marked.
UNIT FOUR: Sikhism
An introduction to the Sikh Religion, looking at the life of Guru Nanak and the Sikh Gurus and the Guru Granth Sahib.
A consideration of the core beliefs of Sikhism and the use and features of a Sikh Gurdwara.
Assessment: end of unit timed assessment, teacher assessed.
UNIT FIVE: Religion and Art
A study of religious arts with reference to Christianity and at least 2 other world faiths, including painting, music, architecture,
gardens, origami and dance.
Assessment: Previously seen source question.
Summary Year 8
Unit 1 - Christianity, Unit 2 - Islam, Unit 3 - Festivals, Unit 4 - Sikhism, Unit 5 – Religion and Art.
GROUP ORGANISATION/SETTING
Year 8 students are taught in mixed ability tutor groups for R.S.
BOOKS/OTHER MATERIALS/VISITS etc.
The following books are used: Christianity: ‘The Christian Experience’, ‘The Christian World’, ‘Christianity’, ‘This is
Christianity’, ‘Book 2: The Christian Church’. Islam: ‘The Muslim Experience’, ‘The Muslim World’, ‘Islam’.
Sikhism: ‘The Sikh Experience’. Buddhism: ‘This is Buddhism’ and ‘The Buddhist Experience’.
HOW YOU CAN HELP
Encourage an awareness of religion in daily life and the area in which you live. Encourage awareness of religious and
cultural issues in newspapers and on TV. Encourage home reading and use of the school and public library. Talk to
your daughter about her lessons. Help with homework and learning for assessments. You may be able to offer
information about your religion or community; if so please contact your daughter’s R.S. teacher.
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INFORMATION COMMUNICATION TECHNOLOGY
Homework is only set when
HOMEWORK: relevant
but this does not make it
LESSON/S PER WEEK: 1
less important
STAFF TO CONTACT: Mr P. Acquah (Head of Information Communication Technology)
COURSE CONTENT/DESCRIPTION
During Year 8, students follow a course that builds on the skills, knowledge and understanding developed during
Year 7. They use ICT to solve increasingly complex problems using multimedia, spreadsheet, database and control
software. They are encouraged to think carefully about decisions they make when finding things out, exchanging and
sharing information, developing their ideas and making things happen. In addition to ICT skills, students develop
their ability to analyse, justify and evaluate their work. The valuable skills and knowledge gained also enhance their
use of ICT as a tool in other curriculum areas.
Using our network, which runs Windows applications, all students get the opportunity to use:
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Access
Word
Excel
Publisher
PowerPoint
Computer Programming
Internet Explorer
Database
Word Processing
Spreadsheet
Desk Top Publishing
Presentation
Control
Internet Browser
GROUP ORGANISATION/SETTING
Year 8 students are taught in mixed ability tutor groups.
BOOKS/OTHER MATERIALS/VISITS etc.
Students are provided with worksheets, program instructions and relevant text books.
HOW YOU CAN HELP
A computer at home is not essential for success in ICT. There are opportunities for student to work in ICT rooms at
lunchtimes when supervised and after school.
It would be very useful for you to discuss familiar computerised tasks which are used in shops or banks for example,
and compare the process to that of pre-ICT days.
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FRENCH
LESSON/S PER WEEK: 2
HOMEWORK: 40 Minutes per week
STAFF TO CONTACT: Ms V. Prior (Head of French)
COURSE CONTENT/DESCRIPTION
Students study the following topics:
1.
2.
3.
4.
5.
Free time activities
Holidays
Daily routine and time
Arranging to meet and going out
Mealtimes and shopping
They should be able to recognise, use and spell the relevant vocabulary (as defined in their course book).
Students study grammar and should understand and use the following:
Expressions of quantity
Using ‘de’, ‘de la’, and ‘des’ to say ‘some’.
To use the present and perfect tenses and the immediate future.
They should be able to use a bilingual dictionary with confidence (dictionary skills).
In addition, students use ICT in their lessons through games, access to language learning websites and computer
programs.
Students will also have the opportunity to use 20 key words for their writing assessments, in preparation for future
assessments.
GROUP ORGANISATION/SETTING
Students in Year 8 are set according to their National Curriculum level in languages. This is based on regular teacher
assessment and end-of-unit tests. Regular attendance, completion of homework and through learning also affects
setting. Changes may be at the start of Spring or Summer terms if progress does not match that of the set. All sets
follow the same scheme of work; the top two sets also begin the study of Spanish.
BOOKS/OTHER MATERIALS/VISITS etc.
Text book: ‘Expo 1’ and ‘Expo 2’ (Heinemann)
A variety of language learning magazines.
HOW YOU CAN HELP
For the course your daughter requires a small French/English dictionary.
You can test your daughter on vocabulary and grammar.
Encourage her to rehearse role-plays with friends/family members and word-process some of her written work.
Visit your local library to borrow French books and CDs, and purchase a small verb or grammar book.
There are many CD-ROMs/websites available which can be useful to complement the course.
A list of websites is available on Fronter to aid the practice of grammar and vocabulary.
10
SPANISH
LESSON/S PER WEEK: 2
HOMEWORK: 40 Minutes per week
STAFF TO CONTACT: Ms A. Vazquez Martin (Head of Spanish)
COURSE CONTENT/DESCRIPTION
Students study the following topics:
1.
2.
3.
4.
5.
6.
7.
Free time and sport
Telling time
Directions
Town
Weather
Future plans
Past holidays and journeys
They should be able to recognise, use and spell the relevant vocabulary (as defined in their course book).
Students study grammar and should understand and use the following: The present tense of regular verbs;
Verbs + infinitives the immediate future and the past tense.
They should be able to use a bilingual dictionary with confidence (dictionary skills).
In addition, students use ICT in their lessons through games, access to language learning websites and computer
programs.
Students will also have the opportunity to use 20 key words for their writing assessments, in preparation for future
assessments.
GROUP ORGANISATION/SETTING
Students in Year 8 are set according to their National Curriculum level in languages. This is based on regular teacher
assessment and end-of-unit tests. Regular attendance, completion of homework and through learning also affects
setting. Changes may be at the start of Spring or Summer terms if progress does not match that of the set. All sets
follow the same scheme of work; the top two sets also begin the study of French.
BOOKS/OTHER MATERIALS/VISITS etc.
Text book: ‘Mira 1’, ‘Mira 2’ and ‘Listos 2’ (Heinemann)
A variety of language learning magazines.
HOW YOU CAN HELP
For the course your daughter requires a small Spanish/English dictionary.
You can test your daughter on vocabulary and grammar.
Encourage her to rehearse role-plays with friends/family members and word-process some of her written work.
Visit your local library to borrow Spanish books and CDs, and purchase a small verb or grammar book.
There are many CD-ROMs/websites available which can be useful to complement the course.
A list of websites is available on Fronter to aid the practice of grammar and vocabulary.
11
LATIN AND ANCIENT GREEK
LESSON/S PER WEEK: 1
HOMEWORK: 20 Minutes per week
STAFF TO CONTACT: Ms S. Brack
COURSE CONTENT/DESCRIPTION
At Burntwood, Latin and Ancient Greek can be studied as optional extra curriculum clubs at lunchtime and after
school. Students can join both courses in Year 8.
Studying Latin and/or Ancient Greek gives students a unique opportunity to explore the language, literature, history
and myths of Ancient Rome and Ancient Greece. Students learn to read and translate Latin and/or Ancient Greek,
gaining an excellent insight into how modern languages such as English, French, Spanish and Italian have evolved.
Local, national and international trips are a popular feature of studying Classical languages, enriching students’
understanding of the culture and context of the language.
Latin in Year 8 is studied using the Cambridge Latin Course and resources from the University of Cambridge. The
course supports students’ learning of Latin with a lively narrative based on historical events in the Roman world. As
well as learning the language of Ancient Rome, students also study Roman civilisation, focussing particularly on life
in the city of Pompeii prior to the eruption of Vesuvius in AD79.
Ancient Greek in Year 8 is studied using a variety of resources including text books and the internet. As well as
learning the language, students also study the civilisation of Ancient Greece, focussing particularly on mythology and
daily life.
In Year 10, students may choose to continue their study of Latin and/or Ancient Greek to GCSE, giving them a
qualification that is highly regarded by universities and employers. Latin and Classical Civilisation may also be
studied to A2 level in the 6 th Form.
GROUP ORGANISATION/SETTING
Latin and Ancient Greek are offered to students who show enthusiasm for and commitment to the subject/s
BOOKS/OTHER MATERIALS/VISITS etc.
Text books: Cambridge Latin Course Book l / Independent Learning Manual Book l/ Greek to GCSE (Taylor)
Students are provided with text books and have access to resources on the School network.
Course text books and dictionaries may also be found in the School Library. There are trips and a weekly
homework club to support students with their study of Latin and Ancient Greek. At home, students should use the
Cambridge School Classics Project website www.cambridgescp.com, Memrise and Quizlet for consolidation and
revision.
HOW YOU CAN HELP
Encourage your daughter to use online vocabulary learning tools to revise vocabulary. Visits to the British Museum,
The Museum of London or to any Classical sites would be useful. Encourage your daughter to watch any relevant
television programmes and films.
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PHYSICAL AND PERFORMING ARTS EDUCATION
LESSON/S PER WEEK: 3 + 2 PE
HOMEWORK: 15 Minutes (each subject) per week
STAFF TO CONTACT: Ms S. Dunn (Head of Physical & Arts Education Cluster)
COURSE CONTENT/DESCRIPTION
The Arts at Burntwood comprise of four subjects: Dance, Drama, Music and Physical Education. Each subject
teaches a range of skills and techniques, some of which are common across the subjects, some of which are unique.
Common Skills include the development of imagination, development of student confidence, ability to co-operate with
others, improvement of sustained application, processes of critical analysis, investigation, experimentation, presentation
and performance.
Specialist Skills:
Music Students perform, compose, listen and develop appraisal skills throughout the year. A variety of units are
taught throughout the year including Blues Music, Hooks and Riffs and Music Theory. Instrumental skills are
developed through an assortment of activities using keyboards, djembe drums and ukuleles. Additional
instrumental lessons are also offered outside of the classroom through our extensive peripatetic programme.
An additional focus is on musical terminology, which is linked to the required elements of literacy.
1 lesson a week.
Drama Students develop their creating, acting and evaluating skills. These include improvisation (both spontaneous
and rehearsed), mime, and the development of role and the creative use of language, movement and space.
1 lesson a week.
Dance Students work on the basic elements of body awareness, dynamics, use of space, relationships between the
elements and form. Using improvisation and choreographic skill, they explore and develop choreography in
various styles. 1 lesson a week.
PE
These lessons develop fitness, improve skills and techniques. Students will also develop performance and
understanding in a range of sporting activities. (See next page.)
Themes:
The Arts work on a modular, theme-based curriculum. A wide variety of themes is chosen in order to enable students to
investigate social, cultural, historical, arts and environmental issues. Some of the modules have the same theme across
the four arts.
GROUP ORGANISATION/SETTING
There are three lessons of Arts and two lessons of PE per week. Students are taught in mixed ability tutor groups.
BOOKS/OTHER MATERIALS/VISITS etc.
In Dance students need the correct kit of T-shirt and leggings. Jazz/ballet shoes are optional. Hair must be tied
back and all jewellery removed for safety reasons. (For PE see separate pages.)
HOW YOU CAN HELP
Take an active interest in homework and help when appropriate. Ensure your daughter has appropriate equipment
and that it is brought to every lesson. The cluster has very high standards of public performance and parental support
is valued not only in terms of rehearsal and extra-curricular time, but also in attendance at events. You are invited to
our out-of-school trips and galleries, concerts and to the theatre as they occur. Any cultural visits which can be
organised by families will enhance your daughter’s commitment to, and enjoyment of, the Arts.
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PHYSICAL EDUCATION
LESSON/S PER WEEK: 2
HOMEWORK: As necessary per week
STAFF TO CONTACT: Ms C. Potter (Head of Physical Education)
COURSE CONTENT/DESCRIPTION
In Year 8, the aim is to develop students’ performance and understanding in a range of sporting activities.
The experiences provided will help to develop fitness, body control, co-ordination and co-operation. Opportunities for
competition are also provided.
The course is divided into six units. These contribute to a balanced programme covering 4 of the areas of activity at
Key Stage 3.
The Year 8 course covers the following units:
ATHLETICS ACTIVITIES: Athletics
GAMES ACTIVITIES: Tennis, Volleyball, Netball
GYMNASTIC ACTIVITIES: Gymnastics
OUTDOOR & ADVENTUROUS ACTIVITIES: Swimming – Personal Survival
Throughout Key Stage 3, the emphasis is on participation and performance. Students develop their ability to
understand, plan, perform and evaluate. Assessment of the skills is continuous throughout each unit and evidence of
levels achieved is collected as part of the Key Stage 3 assessment process. Additionally, awards are incorporated
into the curriculum, in as many sports as possible, to provide a further challenge.
GROUP ORGANISATION/SETTING
In Year 8 classes are taught in mixed ability tutor groups. Class teachers use a variety of teaching strategies and
student groupings in order to ensure that students of all abilities can fulfill their potential.
BOOKS/OTHER MATERIALS/VISITS etc.
Compulsory P.E. Kit: Red polo shirt with black panels and Burntwood logo, red skort with black panel (both
available from the uniform shop), sports trainers (not canvas shoes), black swimming costume, black swimming hat
(available to purchase from the swim teacher) and towel.
Recommended PE Kit: Black tracksuit top with red panels and white piping and Burntwood logo, black tracksuit
bottoms with white piping for use outside (both available from the uniform shop).
Please ensure all PE kit is clearly labelled with your daughter’s name and form group, we can’t return lost kit
unless we know who it belongs to.
Any student who, for religious reasons, needs to have arms and legs fully covered may wear a black leotard and
leggings for swimming and their full tracksuit provided this is supported by a note from their parents/guardians.
Please also note that headscarves must be removed for activities that take place in the gyms. The gyms are an
indoor teaching space only used by students and female staff for lessons.
Events: Events and competitions are organised or attended in a wide variety of sporting activities. These range
from school and Borough to County and national levels.
HOW YOU CAN HELP
Encourage/support students who are involved in extra-curricular activities and events.
Value your daughter's achievements, awards, badges etc.
Make sure she has full PE kit and participates fully at all times.
If your daughter cannot participate for a medical reason please ensure she has a signed note from you and still brings
her full PE kit.
Visits to sporting events broaden your daughter's experience please support her participation in these.
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VISUAL ARTS AND DESIGN & TECHNOLOGY
LESSON/S PER WEEK: 3
HOMEWORK: 30 Minutes per week
STAFF TO CONTACT: Ms J. Griffith (Head of Visual Arts and Design & Technology)
COURSE CONTENT/DESCRIPTION
Design & Technology
Students learn Design & Technology through three specialist subjects: Textiles, Design and Manufacturing, Food
Technology and Product Design. Pupils will rotate twice between these subjects. Every pupil will get an experience of
Food Technology.
Through the different subjects, students cover the National Curriculum, learning the Key Concepts of Designing and
making; Cultural understanding; Creativity and Critical evaluation. They also develop their functional skills through a
varied range of learning methods and applying their understanding of English, Mathematics and ICT to their projects.
Students undertake a project in each subject where they will research a topic, develop a design, make an item/solution
and evaluate their work. This requires them to be imaginative; problem-solvers; decision-makers; independent and
team-players; and understand how to use specialist tools on a range of materials. They keep a book of work in addition
to making their product. These are marked jointly to assess their capability at the end of the rotation.
Students take an end of year theory assessment test.
Art
In project one students investigate and explore elements of color, line, shape, texture, scale, form, tone and pattern.
Pupils learn how to use a variety of materials to create a 3D form, such as clay, wire card and papier Mache
in the style of a sculptural or assemblage artist. Students study Surrealism for project two. Using a variety of medias
pupils response to surrealist artist’s through photography, image manipulation, collage and paint.
GROUP ORGANISATION/SETTING
Students are taught as mixed ability, in tutor groups. Teachers closely monitor ability and effort level, and may alter
their seating plan accordingly.
In DT, classes are limited to 24, with the remainder of each of the first 5 tutor groups forming a sixth DT class.
BOOKS/OTHER MATERIALS/VISITS etc.
Teacher-developed worksheets and resources will be made available. Use of whole-school resources such as
computers, library, reference books MLE for interactive learning, Curriculum approved text books, Cross-curricular
involvement on trips, Masterclasses and Science and Engineering Club, Catch-up club for additional support.
HOW YOU CAN HELP
Please ask your daughter about what she is doing in Design and Technology, and check her progress in her book.
Help her meet deadlines, organise design work and complete tasks fully. She will need stationary to produce creative
design work with. These do not need to be elaborate, nor expensive. A home P.C with internet access and a colour
printer would be helpful. Protective-wear, tools and most resources are provided by the school.
She will benefit greatly from experiencing, questioning and appreciating a wide range of design and technology. This
could be from around the home, her environment, museums, galleries, friends and family around the world, or
anywhere possible.
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LEARNING SUPPORT
LESSON/S PER WEEK: Various
HOMEWORK: When required per week
STAFF TO CONTACT: Mr D. O’Driscoll
COURSE CONTENT/DESCRIPTION
Many students receive additional support at some point in their time at school.
In Year 8, the Learning Support Cluster focuses on improving literacy, communication and basic skills, and helping
students access the Curriculum. They also support students with other issues such as poor attendance, anxiety,
self-esteem, behaviour and English as an additional language.
Specialist support is delivered via individual tuition, and workshop and group sessions. Group numbers are restricted to
provide more focused individualised programmes. A number of students also have support with their work in lessons.
Support is available from Learning Support Teachers, Learning Support Assistants, Learning Mentors and The Learning
Skills Centre.
If students are not making appropriate progress in line with their ability, then additional, professional advice may be
sought. Families/Carers are always fully involved in this process.
Students are encouraged to attend the Learning Support Homework Club Period 7 on Tuesdays and Thursdays,
where they have the opportunity to use a range of multi-media resources and have the guidance of several members of
staff.
GROUP ORGANISATION/SETTING
Individual literacy programmes/spelling programmes.
Literacy and Communication Workshops; Attendance, Friendship and Problem-Solving Groups.
In-class curriculum support.
Individual mentoring sessions.
BOOKS/OTHER MATERIALS/VISITS etc.
Specific materials including specialist ICT programmes.
A wide range of books, both factual and fiction for young people.
Access to ICT facilities.
HOW YOU CAN HELP
Encourage your daughter to read every day at home.
Encourage her to practice spelling lists for 10 minutes every day and use a range of spelling strategies.
Help your daughter with homework and help her get into a regular routine.
Check your daughter’s books and organiser regularly, to ensure she is keeping up with her work.
Contact the tutor straight away if you are worried about your daughter’s work, attendance or other issues.
Contact your daughter’s literacy teacher if she is having problems with her work.
Ensure your daughter attends school daily and punctually.
Ensure your daughter is well prepared and brings the correct equipment every day, by encouraging her to pack her
bag the night before.
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TUTOR PROGRAMME
LESSON/S PER WEEK: 2
HOMEWORK: When required per week
STAFF TO CONTACT: Ms J. Britton (Year Curriculum Co-ordinator)
COURSE CONTENT/DESCRIPTION
The course is divided into modules which:
a. Support and improve academic learning and personal development.
b. Contribute to the cross-curricular themes of the National development.
The major focus of Year 8 is to develop student responsibility within the school. To this end, Year 8 students take on
an official role at Prospective Parents’ Events, staff the school reception and start the collection of evidence towards
their Progress File.
Improving Student Learning: Self-organisation, Homework, Student Organisers, Target-setting.
Health Lifestyles: Body image, Relationships, Sex Education, Eating disorders.
Risk: Drug education, peer pressure, alcohol education, getting help.
E-safety: Raising awareness of safe practice, how and where to report problems.
SEAL: self-control, positive attitudes.
DARE: Destiny, Aspiration, Resilience, Empowerment.
Careers: School Reception Area, Skills required for various jobs, communication skills, choosing a career, student
work.
Citizenship: Development of individual and Community Roles and Responsibilities, e.g. reception duty, student
council, anti-bullying project, recycling. In addition, students are expected to take a lead role in planning and leading
school and/or year assemblies.
Anti-Bullying: Raising awareness of bullying and exploring strategies for dealing with direct and indirect bullying.
GROUP ORGANISATION/SETTING
Students are taught in mixed ability tutor groups.
BOOKS/OTHER MATERIALS/VISITS etc.
All resources are provided by the year team.
HOW YOU CAN HELP
Sign your daughter’s organiser every week and support her with her work.
Contact your daughter’s tutor, or subject teacher, if you have any concerns.
Attend parents’ evening, parents; information evening, discuss your daughter’s personal targets, and work with her to
achieve them.
Encourage her to listen to, or watch, the news regularly, and discuss issues raised with her.
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CITZENSHIP
LESSON/S PER WEEK: 2
HOMEWORK: 1 per week
STAFF TO CONTACT: Ms K. Mabey
COURSE CONTENT/DESCRIPTION
Citizenship is now a compulsory National Curriculum subject taught at Key Stage 3 and 4 and is delivered during
tutor sessions. At Burntwood, the Citizenship Curriculum is also covered by a range of subjects including PSHE,
Geography, History and RS. The aim of these units is to develop your daughter's sense of her rights and
responsibilities within her school, local community and the wider world. For example, students will learn about the
French Revolution and how people's rights changed under Napoleon. These lessons will help to develop transferable
interpersonal skills including debating skills through PHSE units.
Your daughter will also have many opportunities to participate in school life through the School Council, Year and
Whole School assemblies as well as sports, music, drama or dance. The emphasis both inside and outside the
classroom will be on your daughter taking an active role in group work, debates and decision making.
Burntwood is also promoting the Unicef Rights Respecting Award to ensure students are aware of their rights and
also their responsibility as citizens.
GROUP ORGANISATION/SETTING
In subject-related groups.
BOOKS/OTHER MATERIALS/VISITS etc.
Read a range of newspapers. Look at BBC TV Newsround and website – www.bbc.co.uk/cbbcnews/
Young Citizens Passport: Citizenship Foundation
Websites:
Institute for Citizenship – www.citizen.org.uk
Citizenship Foundation – www.citfou.org.uk
British Council – www.britishcouncil.org.uk
HOW YOU CAN HELP
Your daughter will benefit from ongoing discussions about how the media represents local, national and global issues.
Please also encourage your daughter to read broadsheet newspapers and keep up to date with national and
international current affairs.
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