YEAR 8 COURSE
INFORMATION
2013 – 2014
ENGLISH
Subject
Subject Leader
English
Writing Units:
Mrs C. Curtis
King Arthur and Non-fiction
Poetry Forms
Animal Farm and rhetoric
Reading Units:
Analysing a Novel
Shakespeare
Media: Advertising
All units also include Speaking and Listening assessments – drama; group discussions; and
presentations.
MATHS
Subject
Maths
Head of Department
Miss G Bird
The Year 8 Scheme of Work covers the National Curriculum for Key Stage 3 within two years.
SATS-style exam papers are set as the end of year tests.
The department pioneers an investigative and problem-solving approach to the study of
mathematics, aiming to inspire and support students to develop mathematical confidence,
initiative and creativity.
Pupils are given National Curriculum levels according to their progress with regard to strands
of the Assessing Pupil Progress grid, which can be viewed here: http://bit.ly/14dDdpA.
Year 8 Scheme of work main contents:
Number: Fractional and Decimal Arithmetic, Decimals, Rounding, Recurring decimals,
Percentage Change including Compound Interest; Ratio & Proportion including Inverse
proportion.
Algebra: Straight Line Graphs, Parabolas, Cubics, Reciprocals and other Curved Graphs; Graph
Sketching; Factorising and Solving Quadratic Equations; Simultaneous Equations by Elimination
and Substitution; the nth term of sequences including quadratics.
Geometry: Pythagoras’ Theorem, Pick’s Theorem; Similarity and Congruence; Volumes of
Prisms; Converting units of area and volume; Trigonometry using sin, cos and tan;
Transformations and Loci; Circle Theorems.
Statistics: Mutually exclusive and Independent events, Combined Probabilities, Tree Diagrams,
Sample Space Diagrams; Scatter Graphs and Correlation, Statistical Investigations to test
hypotheses; Lines of Best Fit; Comparing Frequency Distributions in terms of averages, spread
and skew; Cumulative Frequency tables and graphs; Box Plots.
Course text books
Essential Maths 7H, 8H and 9H textbooks by David Rayner, Elmwood Press.
7H ISBN 9781902214733: http://astore.amazon.co.uk/wallcoungrams-21/detail/1902214730
8H ISBN 9781902214764: http://astore.amazon.co.uk/wallcoungrams-21/detail/1902214765
9H ISBN 9781902214795: http://astore.amazon.co.uk/wallcoungrams-21/detail/190221479X
Recommended additional reading materials
The school subscribes to, and makes extensive use of, www.myimaths.com. The school login is
“wcgs” and password this year is “rhombus”. Students also have their own individual logins.
We also use www.mangahigh.com. Students should ask their teachers for their individual
logins to this website.
To stretch themselves, students should explore the problems & puzzles at
www.nrich.maths.org .
All students take the UKMT Junior Maths Challenge in May. Information and resources for this
competition can be found here: http://www.ukmt.org.uk/individual-competitions/juniorchallenge/ .
Additional subject support available
Support clinic is on Thursdays after school.
Students are also welcome to see teachers at any other time if they need help, so long as the
teacher is not busy. They may ask any maths teacher for help or advice, not just their own
teacher.
There is a lot of information on the course, including previous SATS papers, on the Maths
pages of the school’s MLE.
There will be a number of clubs available to students available to students and they should ask
their teachers if unsure of their schedules.
Additional information
Students MUST have their own scientific calculator (Casio fx83 recommended for GCSE but
Casio fx991 recommended for higher level courses – please ensure it is named) AND a
protractor and compasses, in addition to a ruler, pencil etc AND remember to bring them to
lessons and exams!
GEOGRAPHY
Subject
Subject Leader
Geography
Mr Abbas
KS3 Geography
Geography is a diverse subject and this is reflected in the variety of topics we study at KS3.
We deliver a relevant and engaging course which will help develop young Geographers and
equip them with key skills. Students will finish the KS3 course with a deeper understanding
of the workings of the world around them. They will discover the social, environmental and
economic impacts of human actions; they will be able to explain key geographical
landforms.
Assessment
Geography is assessed through a range of different formats. Students are given the
opportunity to develop their ICT skills through the use of Pezzi, PowerPoint and Movie
Maker for assessed presentations. Written assessments help support progress in literacy,
and are National Curriculum Level assessed. The subject lends itself well to a variety of
different teaching and learning activities, from group work to independent research with an
emphasis on personalised learning in the classroom.
Topics of Study – Year 7
Am I a Global Citizen?
Population and migration
Mapskills
Settlements
Impossible Places
Olympics
Tourism
Topics of Study – Year 8
Population
Plate Tectonics
Development
Global Warming
Weather & Climate
Extreme Environments (after Summer Exams)
HISTORY
Subject
Subject Leader
History
Mr B. Greenley
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Industrial Revolution
Including:
Inventers and Inventions
Transport
British Empire
Including:
The Slave Trade
The American Revolution
The East India Company
World War One
Including:
The origins of the War
The weapons of the War
The Somme
Conscientious Objectors
World War Two
Including:
Pearl Harbour
D-Day
The Atomic Bomb
BIOLOGY
Subject
Subject Leader
Biology
Introduction
Miss G Farlow
In KS3 Biology students undertake a thematic course of study that teaches skills and
knowledge in an exciting and interesting way to promote discovery and exploration. Themed
units set the scientific content in relevant contexts, which brings Biology to life!
Assessment
Students undertake level-assessed tasks based on the units of study. These tasks can be
projects, investigations or even homework but all of them allow students to see exactly what
they need to do to achieve the level they are aiming for and to chart their progress and areas
for improvement against a structured success criteria.
Units
Back to the future in Biology: How do we communicate as scientists?
Inner space: What are organisms are made of?
Zoo: How are animals adapted to their environment? A visit to London Zoo!
Explorer: How do we investigate our surroundings?
Sport for Life: How are organ systems affected by exercise?
Accident and Emergency: How do our bodies defend against disease? How does new life start?
Why do I slam the door?: What happens when we reach puberty?
Saving the planet with Biology: How do humans affect the planet?
CHEMISTRY
Subject
Subject Leader
Chemistry
Introduction
Miss J Gallagher
In KS3 chemistry pupils undertake a thematic course of study, which teaches pupils skills and knowledge
in an exciting and interesting way to promote discovery and exploration. The themed units help to set
science in relevant contexts, which are engaging and build upon prior knowledge.
Assessment
Students undertake level-assessed tasks based on the units of study. These tasks can be projects,
investigations or even homework but all of them allow students to see exactly what they need to do to
achieve the level they are aiming for and to chart their progress and areas for improvement against a
structured success criteria.
Units
Alchemist – Pupils learn about different chemicals and the periodic table
Metallurgist – Pupils develop their understanding and knowledge on metals and their reactions
Environment – Pupils learn about green chemistry and their environment
Geologist – Pupils learn about the Earth, rocks and volcanoes
PHYSICS
Subject
Subject Leader
Physics
Mr A. Boothroyd
At Key Stage 3, students study Physics through several different themes, most lasting for around
eight school weeks.
In Year 8 students design their own venue in the Concerts Module, considering series and
parallel circuits to set up the lighting, whilst thinking about sound waves in more detail to get
the acoustics just right. They continue to explore light with strange reflections and the use of
different colours in the Circus Module, during which they also consider forces and moments on
acrobats. The Transport module encourages students to consider how pressure is applied in
different modes of transport and sees students learning about magnets and electromagnets,
applying their understanding to design a MagLev train. Finally, students should have built up the
skill set to Save the Planet in the final module, which looks at heat transfer, different types of
power station and what the future of generating electricity might be for the UK.
Throughout the course, students will primarily be assessed by carrying out Rich Tasks bringing
together different strands of Science, and in which they will be given success criteria for
different levels so they know exactly what they need to do to improve their work. Towards the
end of Key Stage 3 students will start to prepare for the more traditional End of Year
Examinations, and will gain experience of SATs style questions, which will ease the transition to
studying for iGCSE Physics which will begin in Year 9.
FRENCH
Subject
Subject Leader
Mrs. A Gabriele (Acting MFL Subject Leader)
French
Throughout Years 7 & 8, our students learn a vast amount of French vocabulary and we cover
various fundamental grammar points.
Topics include: giving and seeking personal information, where they live, family and home,
pets, talking about important dates and events in the year, clothes, weather, places in a town,
directions, the time, school subjects, food and drink and leisure activities.
The textbook used is Encore Tricolore 2 (YR8). Each student has a copy of the textbook and they
are asked to purchase a Grammar in Action book in September which is mainly used for
homework exercises to practice various grammar points.
Our students have the opportunity to practise their listening, speaking, reading and writing skills
every lesson and they are encouraged to participate in lessons as much as possible be it through
pair work, group work or games.
We like to use as many authentic materials as possible to make the language as 'real' as we can
and we ensure that our students develop a deep cultural awareness of France and other French
speaking countries.
At the end of each unit taught, we assess our pupils on their four skills and they always
complete a speaking assessment and a writing assessment which are modelled on the tasks
they will take for controlled assessment at KS4. Through this regular practice, our students
develop the skills required at GCSE level from the start of their language learning experience.
SPANISH
Subject
Subject Leader
Spanish
Mrs A. Gabriele
Throughout Years 7 & 8, our students learn a vast amount of Spanish vocabulary and we cover
various fundamental grammar points.
Topics include:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Introducing yourself and counting up to 100
Talking about the classroom, your school subjects and your teachers
Giving opinions and reasons
Talking about your family and pets
Talking about your appearance and character
Describing where you live
Talking about your daily routine and the activities you do around the house
Telling the time and saying what you do in your free time
Talking about sports, what you like to do and what you are going to do
Saying what your town is like
Making and responding to invitations
Talking about the weather
The textbooks used is Mira Express 1. Each student has a copy of the textbook and they are
asked to purchase a workbook (Cuaderno) in September which is mainly used for homework
exercises to practise various grammar points.
Our students have the opportunity to practice their listening, speaking, reading and writing skills
every lesson and they are encouraged to participate in lessons as much as possible be it through
pair work, group work or games.
We like to use as many authentic materials as possible to make the language as 'real' as we can
and we ensure that our students develop a deep cultural awareness of Spain and other Spanish
speaking countries.
At the end of each unit taught, we assess our pupils on their four skills and they always
complete a speaking assessment and a writing assessment which are modelled on the tasks
they will take for controlled assessment at KS4. Through this regular practice, our students
develop the skills required at GCSE level from the start of their language learning experience.
RELIGIOUS STUDIES
Subject
Subject Leader
Miss L Smith
R.S.
Autumn Term:
Hinduism
Spring Term:
Abrahamic Faiths Tour – examining Judaism, Christianity and Islam
Summer Term:
Buddhism – in preparation for beginning the GCSE course in Year 9
LATIN
Subject
Subject Leader
Latin
Exam Board
Mr B. Greenley
WJEC
Latin Language: Level 1
Students will continue their study of the Cambridge Latin Course, progressing to Book 2. This
covers;
Nouns/Pronouns
Genitive Case, gender, hic & ille, eum & eam, vocative
Verbs
Infinitives, Irregular Verbs, Pluperfect Tense, Imperatives, present participles
Adjectives
Type 1 (1st and 2nd Declension), Type 2 (3rd Declension)
Connectives
-que
Syntax
Relative Clauses
Assessment
 All students will sit regular in class assessments testing recently learnt grammar.
 All students will sit a WJEC mock examination in January, students achieving an A*- C in
this mock will be entered into the WJEC Latin Language: Level 1 External Examination
which takes place in the summer. This comprises of a 1 hour comprehension and a 45
minute translation.
 Students achieving less than a C in the WJEC mock will sit an internal End of Year
Examination in the summer.
DRAMA
Subject
Subject Leader
Drama
Mr C Williams
In Year 7 and 8, we aim to ensure that pupils develop a range of dramatic skills, including:
 working individually and collaboratively to devise and present scripted and unscripted
work, which maintains the attention of an audience;
 extending their spoken repertoire by experimenting with language in different roles and
dramatic contexts;
 developing drama techniques to explore in role a variety of situations and texts;
 reflecting on and evaluating their own presentations and the work of others;
 exploring and developing ideas, issues and relationships through work in role;
 developing the dramatic techniques that enable them to create and sustain a variety of
roles.
In Year 8, the Units of Work comprise “Jo”, “Reportage”, “The boy who did not want to go to
school”, “From Antigone to Rosa Parks” and “The White Rose and the Swastika”. The focus in
Year 8 is on developing students’ abilities to experiment with performance techniques and to
discover how to meet the needs of the audience. The emphasis on developing personal and
social skills continues and students are encouraged to become reflective learners and
independent enquirers.
In the unit titled “Jo” students are faced with the mystery of a boy who has decided not to
speak. In their work, the boy Jo never appears; students are challenged to find new ways of
presenting stories that rely on non-naturalistic techniques for effect.
In “Reportage” students are faced with real-life stories, including the Tube Driver who has to
deal with the aftermath of someone throwing herself under his train. Students learn how to
appreciate and appraise the importance of dramatic structure and learn how different types of
staging can create different effects on the audience.
In “The boy who did not want to go to school” the emphasis is on introducing the students to
the work of Augusto Boal and his Forum Theatre techniques. Students are encouraged to
become ever-more adept in the critical evaluation of their own and others’ work.
“From Antigone to Rosa Parks” introduces students to two strong female figures who stood up
for what they believed in. Students continue to develop their performance techniques, learn
how to multi-role and how to get their audience to suspend their disbelief.
The final unit, “The White Rose and the Swastika” provides students with the opportunity of
working with an extending script, using a play that is based on the true story of a sister and
brother and how their initial enthusiasm for Hitler and the Nazi regime turned to brave
resistance. Themes that students meet when reading “Animal farm” in English are further
explored here and the emphasis is very much on encouraging students to consolidate all their
KS3 learning.
Beyond the taught curriculum, students will have many opportunities to engage in Drama
throughout their time at WCGS. There is an annual House Drama Competition, and at least one
major production of either a play or a musical every year. Many years see the production of a
Sixth Form play. Students are also encouraged to use the skills they develop in Drama lessons
on a cross-curricular basis, using performance and presentational skills in their work in many
other subjects.
ART
ART & DESIGN
KEY STAGE 3 – years 7 & 8
SUBJECT LEADER
Miss Laura Musselbrook
CURRICULUM
Pupils are taught for one hour each week and are given homework tasks normally once a
fortnight unless the pupils are asked to bring something in or need to research information for a
lesson.
INTRODUCTION
When pupils start Art & Design in year 7 they are required to wear protective clothing, which is
a smock sold through the school. They are given an art journal to record some classwork and
most of their homework. Pupils are encouraged to purchase an art pack with a range of
equipment – drawing pencils, quality coloured pencils, fine line pens, watercolour paints,
brushes, pastels – to enable them to make more progress and produce quality homework.
COURSE CONTENT
This varies from year to year. The emphasis is on building up a wide range of skills using a
variety of media. Pupils will work in 2 dimensions, 3 dimensions and also have the opportunity
to develop their photography skills and computer aided design.
Pupils will extend their knowledge and appreciation of a wide range of artists, designers and
craftsmen making links with their own work and ideas.
Pupils will learn to discuss artwork making informed comments and observations.
Pupils will have opportunities of working in groups either small or class projects.
Some examples of course content are as follows: - Portraiture, Looking at landscapes,
observation drawing. ‘Mola’ art using materials and sewing, model making with pulp, papier
mache, clay. ‘Bayeux Tapestry’ group work with a House theme. Tile designs, repeat/rotational
design work, image manipulation through photography and collage, book cover design,
construction sculptures, Monster models to name but a few of the projects.
Pupils should use libraries for research and not over rely on the internet.
There will be a visit to an art gallery or museum during the course but we encourage
independent visits.
ASSESSMENT
Pupils are not given tests or exams during their key stage 3 but are continually assessed on class
work and homework. They are given opportunities to improve any aspect of their work during
the year.
Pupils are given a target level to aim towards.
Assessments include self- assessment, peer assessment, class assessment to encourage
students to learn from each other. This includes knowledge and appreciation as well as art skills
and technical understanding. Verbal contributions are also assessed for an overall picture of the
pupils’ progress and achievement.
Written assessments are given as well as effort/organisation and behaviour numbers.
All pupils are made aware of how they can make progress and improve.
The majority of year 7 pupils are expected to achieve 6a by the end of the year with a number
of students achieving 7c.
The majority of year 8 pupils are expected to achieve 7a by the end of the year with a number
of students achieving 8c.
EXTENSION WORK
We encourage personal visits to galleries/museums and places of interest to inspire our pupils
and extend their knowledge and appreciation of the many aspects of art, craft and design. The
following London galleries are suggested:- Tate Modern, Tate Britain, National Gallery &
National Portrait gallery, British Museum, Victoria & Albert museum. The web sites are very
informative. Select a small area to concentrate your visit rather than trying to see everything.
Personal art work is also very important and pupils are always rewarded with commendations
when they submit their own work.
We have a yearly House Art competition with themes eg 2012 is The Olympics. The Sixth Form
students organise the event and collect contributions from all year groups. The work is then
displayed in the Hall and judged.
MUSIC
Subject
Teacher
Music
Introduction
Miss J. Kailio
In KS3 Music students develop performance, composition, listening and notation skills through
study of a wide variety of styles of music. Most lessons feature a high proportion of practical
work with a particular emphasis on keyboard skills as these help students access all the other
areas of the subject more readily and in a more meaningful way.
Assessment
Students are not given tests or exams in KS3. Their work is assessed and levelled either weekly
or at the end of the unit. The assessed work can be performances, compositions or occasionally
written research tasks or evaluations. Students are given worksheets that show them what they
need to learn to achieve each level. We also inform of what level they should be aiming for in
each project.
Units
The elements of Music and keyboard skills – These topics underpin most of the units in years 7
and 8. All students develop their keyboard skills and gain an understanding of how music is put
together.
Rhythm – Students learn how to read, write and perform rhythms.
Pitch and melody – Students play keyboard pieces and write and perform their own melodies.
The orchestra – Students study The Young Person’s Guide to the Orchestra and research one
instrument of their choice in more depth.
Band Managers – Students learn about the music industry by forming imaginary bands and
creating publicity campaigns for them.
Blues – Students perform and compose in the Blues style.
Samba – Students have a practical introduction to the music of Brazil forming a whole class
samba band.
Song writing – Students form their own band and create and record their own song in a popular
genre.
Sound in advertising – Students study the relationship between sound and visual content in
television adverts and then create their own advert.
FOOD TECHNOLOGY
Subject
Subject Leader
Food Technology
Miss D. Nunes
In Year 8, pupils will learn a variety of cooking skills and techniques in addition to understanding
the principles of healthy eating, food safety and hygiene, product analysis, sustainability and
organic foods. Pupils will take part in a practical lesson on a fortnightly basis and will be called
upon to use the techniques and skills they have learned previously. Pupils will be encouraged to
source their own ingredients for practical lessons and to seek innovative ways of adapting the
standard recipe they will be given.
P.E.
Subject
Subject Leader
P.E.
The programme of study is as follows:
Mr D. Johnson
Term 1 - Games for Understanding and Basketball
Term 2 - Football and Table Tennis
Term 3 - Athletics and Cricket
Each term 1 lesson is spent doing indoor fitness tests - Sit ups; Press ups; Sit and reach
(Flexibility); Standing Broad jump (Power); Alternate ball toss (Coordination); Illinois agility test.
In another lesson they also complete a 12 minute Cooper run test outdoors to measure
cardiovascular endurance.
These tests are completed each term to track progress and improvement in fitness levels.
GAMES
Subject
Subject Leader
P.E.
Mr D. Johnson
The programme of study is as follows:
Term 1 --> Feb 1/2 Term - Rugby
Feb 1/2 Term --> Easter – Rugby / Football / Table Tennis
Summer Term --> Cricket / Athletics / Rounders
There are several have house events during this time Rugby, Football, Table Tennis, Sports Day
and Cricket as well as the House cross country course.
There are also a number of extra curricular clubs run outside of PE and games lessons
CONTINUED BELOW:
D.T. Subject Leader – Mr L. Morrissey
Module
number
1
Knowledge & Understanding
Module Title
Evaluating Processes
and Products
PLTS
Demonstration of safe
working practices ongoing.
Health & Safety Define
Key Words.
 Team working
 Self management
 Effective
participation
Teacher-Leading
Capability Tasks by
progressive exercises
Recognise and use the
Toolbar functions.
Manipulate images,
print outcomes. Cut
profiles.
 Creative thinking
 Reflective learning
Circuit Design:PCB
Vac. Forming,
Key Words, Testing and
Evaluating work.
Housing Design: graphical
presentation of 3-D-colour
rendered dgs.
ICT: CAD. Croc &
ProDesktop.
 Independent
enquiry
 Self management
 Effective
participation
 Effective
participation
Materials and Components
Systems & Control
Communicating ideas:
Health &
Safety in the
Dept.
Health and Safety
Rules illustrated with
worksheet, etc.
Behaviour, clothing,
etc; discussed.
Safety Rules
ICT: CAD
Use CAD Software
ProDesktop as a tool
to Design Assembled
parts.
Photo realistic
rendering and
modelling of
outcomes.
(eg; Manufacture Jaws
for the extended arm).
CAM skills
Manufacture
using the Laser
Cutter control
software.
CAD: Croc. Clips to
draw circuit Diagram.
Input
Control
Output
2
ICT: CAM
One Transistor
Electronic Switch
2
Working with Tools,
Equipment & Components
to produce Products
Developing, Planning &
Moisture
Sensor
Model/Test circuit using
CAD; Vac. Forming Case
and assembly of parts.
Chose design by using
CAD photoshop.
PCB manufacture &
assembly.
Wordsearch,
crossword
Circuit making tools
Water
Switch
Trans.
LED
Soldering equip.
End of Module Test
Mechanisms assemblies
investigated.
4
Extended
Arm
mechanism.
Architectural
5
Graphics
Portable
6
7
Super-bright
LED
adjustable
Lamp
Product
Analysis
3-pin mains
electrical plug
8
Rocket
Materials: softwood
frame, 4mm ply; 5mm
Acrylic, steel bar, spring.
Mechanism assembly.
Graphics (may be ICT
generated).
Drawing Boards, Set
Squares, Tee square,
pencils, etc. Paper &
card for design
modelling.
Input
Control
Output
Trigger
Jaws
House design
drawings
Manufacture
assembly from own
diagrams.
Design & launch a
model rocket.
Forming and assembling
tools for wood, metal &
plastic components.
Build and test
effectiveness of
mechanism.
 Independent
enquiry
 Creative thinking
 Self management
 Effective
participation
 Effective
participation
Orthographic and
isometric skills,
rendering.
More complex uses of
graphics as a tool for
designing products.
Precision use of
equipment to generate
 Creative thinking
 Reflective learning
Orthographic models
used as a template.
Construct 3D models, glue
gun & use template.
 Reflective learning
 Team working
 Creative thinking
Teacher-Leading
Capability Tasks by
progressive exercises
New tools & techniques
Test product and
compre to design
specification.
Develop Design skills
through product
analysis of familiar
products.
Mains Fused plug
assembled and
disassembled. Exploded
diagram
Product Analysis
worksheet(s).
 Reflective learning
Lever
Use CAD Software
ProDesktop as a tool
to Design Assembled
parts.
Physical and
Mechanical
properties of
materials comprising
product assembly.
(Including
conductivity)
Brief, Orthographic
diagram of lever
mechanism assembly.
Parts Drawings
Flowchart
illustrating
function and
properties of the
materials the 3 –
pin plug is made
from.
quality graphics.
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