Art
Modules of Study
Autumn
Cubism
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History of Cubism
Composing abstract images
Analysing artist’s work, working in the style of an artist
Clay techniques
Spring
Portraits
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Learning to accurately draw portraits
Analysing artist’s work, working in the style of an artist
The expressive qualities of colour
Summer
Landscape/Cityscape
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Learning about one and two-point perspective
Composing a landscape
Working in the style of an artist
Assessment/Exam
End of term tests on each project as well as an end of year test which covers the
units they have been taught.
Cubism; Cubism history, clay techniques and keywords.
Portraits; Facial proportions, art movements and painting techniques.
Landscape/Cityscape; Perspective drawing techniques and art movements.
Suggested Texts
‘‘How to Draw Anything’ by Mark Linley (copy in the school
Library) Books on individual artists/art movements
Key Websites
www.artcyclopedia.com
www.artchive.com
Individual artist websites and Google images
Computing
Modules of Study
Autumn
 Computer Systems – Pupils will recognise and understands the function
of the main internal parts of basic computer architecture such as Input,
Process, Storage, and Output; understand how computer stores
information in binary. A written exam will be used to assess this unit.
Spring
 Algorithm – Programming with Logo - The key objectives for this
unit are to explain algorithms; evaluate and spotting errors in algorithms;
use flowcharts to design a program; write a basic pseudocode and
demonstrate understanding of computational thinking concept.
Summer
 Computer Programming (Python) – The key objectives for this unit are
to understand and apply the fundamental principles and concepts of
computer science, including abstraction, logic, algorithms and data
representation. In this unit, pupils will gain opportunity to analyse
problems in computational terms and experience of writing a computer
program in order to solve a problem. The key outcomes are to solve
computational problems; create programs using a text language; use
programming constructs: variables, arrays and functions; debugging
computer programs; explaining decisions in program design and
validating input data. A completed mini problem solving tasks and written
exam will be used to assess this unit.
Assessment/Exam
Autumn
● Minor: paper based assessment (input, process, storage and output)
● Major: a paper based final test.
Spring
● Minor: paper based assessment (flowcharts, basic commands to program
a turtle)
● Major: Project to plan a village of shapes, using mathematical modelling.
Summer
● Minor: mini programming tasks (variables, programming controls: decision
and loops)
● Major: final programming assessment
Key Resources
Autumn
 Serif Draw Plus, AppShed, and Internet access to the learning platform–
Google Drive.
Spring
 MSWLogo, www.turtleacademy.com
 Access and Internet access.
Summer
 Python, www.pythonschools.net,
Key Websites
www.teach-ict.com ; http://www.ndhs-sites.org.uk/communicty/
http://www.bbc.co.uk/schools/gcsebitesize/ict/measurecontrol
Drama
Modules of Study
Autumn
 Commedia Dell’ Arte
Students study the Italian form of comedy
dating back to the 16th century.
 Ghost Stories
Students study the genre of Ghost Stories and write and perform their own
using descriptive language and self-expression
Spring
 Studying Plays
Students study The Terrible Fate of Humpty Dumpty, a play about bullying
and peer pressure. They will read aloud, reflect on the issues and act out
scenes from the play.
 Turning Prose to Play
Students study an extract from Phillip Pullman’s Northern Lights and
transpose to script.
Summer
 Dramatising History
The cross-curricular scheme features either child labour in Victorian Britain or
the story of the Titanic and requires students to dramatise their learning
through devising an original story.
 Performing Shakespeare
Students study an extract from Romeo and Juliet and learn to stage the death
scene of Mercutio and Tybalt as well as how to modernise the setting of the
play.
Assessment
Students are continually assessed by their teacher and peers on their ability to
create, perform and respond to drama. Each scheme of work concludes with a
formally assessed performance and a written self-assessment.
Assessment Title
Commedia Dell’Arte performance
Ghost Stories performance
Scripted performance
Assessment Focus
 Characterisation of stock characters
 Creating moment of physical comedy
 Creating atmosphere and tension
 Engaging the audience
 Analysing and understanding text
 Learning lines and creating a character
Performance of original scripts
Historical dramatization
Romeo and Juliet performance
Suggested Texts
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Creating believable characters
Using dramatic techniques
Creating factual performances
Using costume to enhance performance
Choreographing stage fights
Performing Shakespearean language
Research on Commedia Dell’Arte
The Terrible Fate of Humpty Dumpty - David Calcutt
Northern Lights- Phillip Pullman
Romeo and Juliet – William Shakespeare
Design & Technology
Modules of Study
8 week carousel: Students will study each area for a total of eight weeks.
Food Preparation and Nutrition: Testing and planning
 Students study and make food from around the world with
their own personal adaptations.
 An introduction to food through geography and culture.
 Sainsbury’s active kids pizza project where students investigate
and test flavours and properties of ingredients before creating
their own pizzas.
 Food provenance; Students look at where food comes from,
Environmental impact and sustainability, Food processing and
production.
 Food choice and Food labelling.
 Practical lessons each week to develop skills and confidence.
 Students are required to bring their own ingredients.
Graphic Product: Designing and making a CD cover
 Design Process, building on drawing skills and Adobe Photoshop
 Understanding a Design Brief
 Understanding and writing a specification
 Illustration skills
 Primary research: product analysis
 Rendering Skills
 Research Analysis
 CAD
 Isometric Projection
 One point perspective
 Colour Theory
Resistant Materials: Designing and making a pewter keyring and ?
• Safety in the Workshop
• Understanding a Design brief
• Developing skills in Product analysis
• Illustration: Creating design ideas
• Creating quality products through accuracy
• Plastics: theory
• Understanding ergonomics
• Metals: theory
• Casting mould making
• Sanding and applying a quality finish
• Studying the work of a designer
• Environmental issues
• Combing materials
Textiles Technology: Designing and making a waistcoat
 Design Process
 Primary research: product analysis
 Illustrative skills: Observational drawing
 Understanding development: Mock ups and
Prototypes optional
 Pattern Construction: Lay planning and pattern markings
 Industrial practice: Manufacturing Specification, Production planning, Flow
diagrams
 Planning production: choosing appropriate fabrics and components
 Client feedback
 Construction techniques
 Pockets, finishes and quality control
 Evaluation
Modelling skills: Design and making models through development
 Closer look at the development stages of the design process
 Primary research: product analysis
 Illustrative skills: Observational drawing
 Understanding development: Mock ups and
Prototypes optional
 Pattern Construction: Lay planning and pattern markings
 Industrial practice: Manufacturing Specification, Production planning, Flow
diagrams
 Planning production: choosing appropriate fabrics and components
 Client feedback
 Construction techniques
 Pockets, finishes and quality control
 Evaluation
Assessment/Exam
Students will be assessed through their allocated pathway focusing on:
Written and drawing tasks (Project based)
Final practical outcome
Key Texts
Internal worksheets produced.
Design and Technology: Textiles technology KS3, Julie Boyd, Geraldine George,
Paul Anderson and Debbie Eason.
The textbooks will be used as a resource by the teacher and could be purchased
to support students at home.
Key Websites
http://www.technologystudent.com
http://www.junkstyling.co.uk/
English
Units of Study
1. Lord of the Flies. This unit explores theme and literary technique in Golding’s 20th Century
2.
3.
4.
5.
6.
novel. Students will develop their skills in applying subject specific terminology to the
writer’s craft. It is assessed through an extended essay exploring Golding’s use of symbolism
to depict the order and chaos in society.
Coram Boy. This unit develops the drama skills developed in Year 7 Oliver Twist unit using an
adaptation of Gavin’s novel. It is assessed through a study of characterisation.
Developing skills in writing to argue and writing to persuade. This issue-based unit builds
on the writing skills developed in the Year 7 travel writing unit with a particular focus on
persuasive techniques and appropriate writing structures for opinion-based journalism. It is
assessed through the creation of a polished piece of opinion-based journalism.
Poetry from Different Cultures. This unit builds on the introduction to poetry in Year 7 and
exposes students to a range of international poets. This unit explicitly develops students’
understanding of structure within poetry and how structure can support meaning. It is
assessed through a comparative analytical essay.
Romeo and Juliet. This unit builds on Year 7 Shakespeare investigation unit and enables
students to gain a familiarity with Shakespeare’s language. It is assessed through an extract
based analysis of Shakespeare’s figurative devices.
19th Century Fiction (extract unit). This unit develops skills in interpreting 19th Century fiction
and embeds some of the analytical skills required for English Language GCSE.
Note: Some modules being taught to lower attaining students may use different text choices.
Assessment/Exam
Extended reading and writing responses are assessed at the conclusion of each
unit of work (each half term). End of year exams assess Reading and Writing in
June. Speaking and listening assessments take place throughout the year during
class discussions; group tasks and presentations.
Suggested Websites
BBC Bitesize
* The English Department aims to encourage the use of the Library and/or
public libraries for research rather than over-reliance on websites. *
French
Units of Study
Autumn
My day – Module 5
 Daily routine (reflexive verbs)
 Talking about school subjects (the pronoun ‘nous’)
 Giving opinions and reasons (connectives)
 Your timetable
 Understanding and writing a longer text
 Talking about what you do after school (using the verb ‘faire’)
Spring
Having fun! – Module 6
 Talking about sports and games (using ‘jouer’ + ‘à’)
 Talking about musical instruments (using ‘jouer’ + ‘de’)
 Saying what you like to do (using ‘aimer’ + infinitive)
 At the leisure centre (using ‘on peut’ + the infinitive)
 Going on holiday (using ‘aller’ + the infinitive)
EXPO 2
Family and home life – Module 1
 Talking about families (-er verbs)
 Talking about jobs (masculine and feminine nouns)
 Talking about where people live (using ‘depuis’)
 Describing the weather (using connectives ‘quand’ and ‘si’)
 Describing a typical day (-ir, -re and irregular verbs)
Summer
Free time – Module 2
 Talking about last week-end (perfect tense with ‘avoir’)
 Talking about yesterday evening (irregular past participles)
 Talking about TV programmes you have watched (opinions using ‘c’était’)
 Saying where you went (the perfect tense with ‘être’)
 Describing a weekend in the past tense
Assessment/Exam
Regular End of Unit tests at the end of Units
Y8 exam
Key Texts
French dictionary
Students are issued with a workbook
Key Websites
www.linguascope.com
Geography
Modules of Study
Autumn
 Ecosystems and fieldwork
Concepts and interrelationships. Energy, chains
and webs. Global patterns and climates
Where do people fit in?
Local ecosystems—enquiry process and field
Investigation. Field reporting.
 Coasts
Processes shaping the coast and coastal landforms. How people use the coast.
Issues and management of coastal flooding and erosion. Governmental
interventions and policy related to the management defences.
Spring
 Asia and South West China
The geography of the region including its main physical features, countries,
capitals and population. Asia’s main biomes, their location and key features
 Weather and Climate
Defining weather and climate are and recognising their differences. The role
of pressure systems in the weather experienced at different times of year. The
factors responsible for rainfall. Development of an appreciation of the special
characteristics of UK weather.
Investigating four of the Earth’s climatic regions.
Summer
 Warming Planet
Explaining changes in global temperatures since the end of the last ice age,
predicting the impact of climate change and how these may affect the UK.
Understanding the causes of climate change and the options for its
management
 Global Information Systems and the Geography of Crime
Understanding GIS and the data employed in its applications. Knowing how
and why information is layered and the applications of GIS. Comparing the
benefits of GIS with those of paper maps.
Assessment/Examination
Assessment will take place in lessons and at the end of units of study and will
include on-line tests, examination style questions, reports and extended tasks for
investigation.
Summer examination will select from all elements of Y8 course
Suggested Texts
Geog 1, 2, 3 series (OUP)
Kerboodle Online resources
Key Websites
https://www.kerboodle.com/users/login
German
Modules of Study
Unit 4 Echo 1: Hobbies and Leisure
 Review of sports, likes and dislikes, opinions
 Inviting people out, accepting and rejecting
 Extended writing with connectives
Unit 5 Echo 1: My Home
 Where you live, the area, in which country.
 Describing the rooms in your house (es gibt)
 Describing your bedroom, adjective endings
 Housework, verbs to describe what activities you do at home
Spring
Unit 6 Echo 1: My Town
 German-speaking countries and where people live
 Buildings in my town, things to do in town, consolidating the use of verbs and
adjectives
 Getting around the town, directions, use of “du” and “Sie” to address people
 Ordering food in a snack bar, likes and dislikes
 Future plans for the summer holidays, introduction of the Future Tense
Unit 1 Echo Express 2: Holidays
 Countries to visit on holidays, simple use of “es war” to talk about the past
 Weather, activities undertaken on holiday, summer and winter holidays
Summer
 Introduction to the perfect tense with familiar verbs
 Present Tense + either Perfect Tense or Future Tense
Unit 2 Echo Express 2: Eating and Shopping
 Buying fruit and vegetables at a market
 Consolidation of numbers for prices and weights
 Ordering food and drinks in a restaurant, looking at traditional German eating habits
 Pocket money, how much you get, how you use it
Assessment/Exam
Regular End of Unit tests with translation tasks
Wordlists for End of Unit tests at end of each chapter of the Echo 1/Echo Express 2
Workbook
End of Year 8 exam on Units 4, 5 and 6, plus Units 1 and 2 of Echo Express 2
Key Texts
Echo 1 and Echo Express 2 textbooks used in school
Echo 1 Workbooks issued in Y7, replaced by Echo Express 2 workbooks in
spring
German dictionary
Suggested Websites
languagesonline.org.uk / www.linguascope.com / www.memrise.com / duolingo.com
History
Modules of Study
Autumn: Renaissance, Reformation and Rebellion
 What was the Renaissance?
 Henry VIII: why did he Break with Rome in 1534?
 Edward VI and Mary I
 Elizabeth’s religious settlement
 How did religion change 1509-1603?
 James I
 Charles I: why did the English Civil War start in 1642?
 Oliver Cromwell: Hero or Villain?
 Restoration and Glorious revolution
 How far did power shift between 1485 and 1715?
Spring and Summer: Slavery, Industry, Politics and Empire
 Wh at was th e En ligh te nmen t?
 Atlantic Slave trade
 The Industrial Revolution
 Political Protest, Chartism and Suffragettes
 British Empire
Assessments/Exam
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Was Henry VIII’s desire for a male heir the main cause of the Break with
Rome 1534?
How far did religion change in England 1509-1603?
Interpretations of Oliver Cromwell
Enquiry into the Atlantic Slave Trade
Year 8 History Exam
Enquiry into the historical significance of an individual or group
How significant was … in terms of the Industrial Revolution?
Suggested Texts
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The Making of the UK. Britain 1500-1750 by Colin Shephard & Tim Lomas
Britain 1750-1900 Colin Shephard & Andy Reid. (Hodder
Murray)
SHP History Year 8 by Iain Dawson (Hodder Education)
Suggested Websites
http://www.schoolhistory.co.uk/
http://www.spartacus.schoolnet.co.uk/
http://www.historyonthenet.com/
http://www.historylearningsite.co.uk/
Mathematics
Modules of Study
Set 1
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Calculate with roots and integer indices
Manipulate algebraic expressions by expanding the product of two
binomials
Manipulate algebraic expressions by factorising a quadratic expression of
the form x² + bx + c
Understand and use the gradient of a straight line to solve problems
Solve two linear simultaneous equations algebraically and graphically
Plot and interpret graphs of quadratic functions
Change freely between compound units
Use ruler and compass methods to construct the perpendicular bisector of
a line segment and to bisect an angle
Solve problems involving similar shapes
Calculate exactly with multiples of π
Apply Pythagoras’ theorem in two dimensions
Use geometrical reasoning to construct simple proofs
Use tree diagrams to list outcomes
Sets 2 & 3
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Apply the four operations with negative numbers
Convert numbers into standard form and vice versa
Apply the multiplication, division and power laws of indices
Convert between terminating decimals and fractions
Find a relevant multiplier when solving problems involving proportion
Solve problems involving percentage change, including original value
problems
Factorise an expression by taking out common factors
Change the subject of a formula when two steps are required
Find and use the nth term for a linear sequence
Solve linear equations with unknowns on both sides
Plot and interpret graphs of linear functions
Apply the formulae for circumference and area of a circle
Calculate theoretical probabilities for single events
Set 4
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Use positive integer powers and associated real roots
Apply the four operations with decimal numbers
Write a quantity as a fraction or percentage of another
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Use multiplicative reasoning to interpret percentage change
Add, subtract, multiply and divide with fractions and mixed numbers
Check calculations using approximation, estimation or inverse operations
Simplify and manipulate expressions by collecting like terms
Simplify and manipulate expressions by multiplying a single term over a
bracket
Substitute numbers into formulae
Solve linear equations in one unknown
Understand and use lines parallel to the axes, y = x and y = -x
Calculate surface area of cubes and cuboids
Understand and use geometric notation for labelling angles, lengths, equal
lengths and parallel lines
Set 5
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Multiply and divide numbers with up to three decimal places by 10, 100, and
1000
Use long division to divide numbers up to four digits by a two-digit number
Use simple formulae expressed in words
Generate and describe linear number sequences
Use simple ratio to compare quantities
Write a fraction in its lowest terms by cancelling common factors
Add and subtract fractions and mixed numbers with different denominators
Multiply pairs of fractions in simple cases
Find percentages of quantities
Solve missing angle problems involving triangles, quadrilaterals, angles at a
point and angles on a straight line
Calculate the volume of cubes and cuboids
Use coordinates in all four quadrants
Calculate and interpret the mean as an average of a set of discrete data
Assessment/Exam
Students are assessed at the end of each unit of work and will receive feedback
as to how they can improve. In the majority of the half terms there will be a
bigger assessment based on the topics covered so far. Students will receive
feedback on how to improve and are expected to work on these targets at home
using Mathswatch. At the end of the year students complete tests to assess
their progress for the year.
Key Texts
Students who wish to practice their work at home may benefit from a CGP KS3
workbook.
Key Websites
www.mymaths.co.uk
www.mathswatchvle.com
Music
Modules of Study
Musicianship
Beatles
Musical Theatre
Bossa Nova
Music Exam Skills
Folk
Assessment/Exam
Assessment Title
Musicianship Assessment
Beatles Assessment
Musical Theatre
Bossa Nova
Year 8 Music Exam
Folk
Assessment Skills
Listening & Appraising/Theory & Knowledge
Performance
Performance
Performance & Composition
Listening & Appraising/Theory & Knowledge
Performance & Composition
Instruments used
Keyboard/Piano
Guitar
Voice
Garageband software
Djembe/Glockenspeil
Key Websites
www.bbc.co.uk/radio/
www.musictheory.net
http://www.bbc.co.uk/education
Assessment Type
Written Test
Solo Performance
Group Performance
Group/or Solo Performance
Written Test
Group Performance
Physical Education
Modules of Study
Autumn
 Football - Basic skills of passing, receiving, dribbling, shooting and tackling
 Gymnastics - Perform rolls and balances. Know and understand the 3 axes of
 rotation
 Dance - Study social/set dance
 Netball - Develop and incorporate skills of passing, footwork, pivoting, shooting,
 attacking and defending skills
 Health Related Fitness, Knowledge of the pulse rate, Warming up and stretches
 Cross Country - build endurance, pacing and running style
Spring
 Health Related Fitness - To be able to plan and lead effective warm ups
 Hockey - Develop existing skills of sending, receiving and travelling with a ball
 Rugby - Kicking, Rucking, Mauling, Scrummaging, rules of tackiling and the
different types of passes, and officiating small sided games. Develop and
incorporate skills
into 11 v 11 game.
 Basketball - Developing dribbling, defensive, offensive, passing, receiving and
 Shooting techniques. Develop and incorporate skills into 5v5 game.
Summer
 Athletics – be able to use full crouch start, short sprint races, acceleration
techniques, continuous team relay, middle distance pacing, throwing discuss,
shot, javelin, high jump, standing/long jump.
 Cricket - perform, develop and incorporate the skills of Receiving, One handed
intercepting, Long Barrier, Throwing, Batting using the Pull and Square Cut,
Running between the wickets, Calling, Wicket - Keeping and Bowling in Cricket.
 Striking and Fielding - To be able to be able perform the basic Softball/baseball
& rounders skills of receiving and catching the ball with and without the glove,
Interception, Throwing, Hitting, Running between base, Base work, Tactics, Team
work
and Bowling to incorporate these into small sided and full sided games.
Assessment/Exam
Students are assessed throughout the year based on a series of skills and
knowledge and understanding of the activity, including tactics, and their ability to
analyse and comment on performances. Knowledge and exercise and health, and
the benefits of regular exercise is also accessed.
Suggested Texts
‘Football’ Steps to Success, Human Kinetics
‘Know the Game’, A & C Black, London
GCSE PE 2nd edition Julie Walmsley
Suggested Websites
www.bbcbitesize
PSHCE
Modules of Study
Autumn, Spring and
Summer 2016-2017
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Self esteem
Relationships
Healthy lifestyles and choices
Mental Health
Substance abuse
Economic wellbeing
SRE – assertiveness, sexual health, contraception
Careers education 
Assessment/Exam
There is no formal assessment for PSHCE. However students’ progress is
assessed continuously over the course of the year through their classwork and
homework.
Key Texts
N/A
Key Websites
http://www.bbc.co.uk/schools/pshe_and_citizenship/
Religious Studies
Modules of Study
Autumn
 Judaism-Holy writings, Orthodox and
Reform, Shabbat and Kosher food
laws.
 Life after death. What is the soul? What do
World Religions teach about the afterlife?
Students have the opportunity to explore personal
views on the afterlife.
Spring
 Islam – Exploring the 5 pillars
Why do we suffer? – Explore questions raised
by the existence of God and the presence of evil
and suffering in the universe.
Summer
 Buddhism-The life of the Buddha, Buddha’s
Teachings including the three universal truths, Noble truths and the eightfold
path.
 Moral dilemmas-exploring modern dilemmas and applying ethical theories
such as egoism, utilitarianism and theism.
Assessment/Exam
Judaism-Shabbat evaluation question
Comparing and contrasting religious and
Non-religious views on life after death
Islam – The Hajj
End of year exam
Key Texts
This is RE 1 (Hodder Education)
This is RE 3 (Hodder Education)
Suggested Websites
http://www.reonline.org.uk/ks3
http://www.religiouseducation.co.uk/
http://www.bbc.co.uk/schools/teachers/keystage_3/topics/re
.shtml http://www.bbc.co.uk/religion/religions/
Science
Modules of Study
Autumn Term
 Food and Nutrition
This topic looks at the main components in the human diet and why
they are needed. The digestive system is covered in detail, and
students are introduced to the role of the enzyme in digestion. It is
assessed through the task The journey of a cheese sandwich.
 Combustion
This topic uses the context of combustion engines to cover combustion
and oxidation reactions, including those of hydrocarbons, metals and
non-metals. Students will investigate exothermic reactions and the
effects of fossil fuel combustion on air quality. Students will discuss
global warming and methods for controlling carbon dioxide emissions.
It is assessed through an end of topic test.
 The Periodic Table
This topic uses the context of fireworks to develop students’
understanding of matter, atoms and chemical and physical change.
Students will use the trends found in the periodic table to
make predictions about physical and chemical properties of elements
and their compounds. It is assessed through an end of topic test.
 Light
This topic builds upon prior learning to consider how light travels and
what happens when it meets an object. The unit is set in the context of
stage, film and illusions. It is assessed through the level assessed task
Light effects!
Spring Term
 Breathing and Respiration
Using the theme of water sports, this topic covers gas exchange in
humans and other organisms, together with details of aerobic
and anaerobic respiration in humans. It is assessed through the task
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What happens to our bodies when we exercise?
Unicellular organisms
Using the theme of diseases, this topic takes a detailed look at what
unicellular organisms are, the differences between different types, their
problems and their uses. It is assessed through an end of topic test.
Metals and their uses
This topic uses the context of the metals used in building to review
common physical properties of metals, and to introduce their main
chemical properties. Students will investigate the rates of various
chemical reactions, and build an understanding of the general reactivity
series of metals. It is assessed through the level assessed task Acid
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fizz!
Energy transfers
This topic looks at energy transfers by heating in the context of homes.
It is assessed through an end of topic test.
Summer Term
 Plants and their reproduction
This topic covers reproduction in plants, both sexual and asexual using
the theme of the various uses that we have for plants. Classification
and biodiversity are also covered. It is assessed through an end of
topic test.
 Rocks
This topic examines the different types of rock and the processes that
bring about their formation, leading to the idea of a rock cycle that
operates within a huge geological timescale. It also looks at the Earth
as a source of resources and the advantages of recycling metals. The
topic is set in the context of natural disasters. It is assessed through
the task Explaining the Rock Cycle.
 Fluids
This topic looks at changes of state, and then goes on to look at fluids
and some of their effects, including pressure, floating and sinking, and
drag. It is assessed through an end of topic test.
 Earth and space
This topic uses the theme of exploring the Solar system to build upon
prior learning. Students will learn how, using observations and
modelling, as well as space probes and astronauts, humanity has
uncovered objects both within and without our Solar System. Students
will learn about the Earth as a celestial object, looking the seasons and
the Earth’s magnetic field and gravity. It is assessed through the task
Interplanetary postcards.
Assessment/Exam
Topics will be assessed individually throughout the year, with one topic each half
term being assessed via an examination, and the other topic assessed using an
assessed task that may take the form of a presentation, poster or written article.
All topics will be assessed with an End of Year exam in the Summer term.
Suggested Texts
Exploring Science Year 7, 8 & 9
Activate Biology, Chemistry & Physics books,
Lonsdale revision guides
Suggested Websites www.samlearning.co.uk
www.bbc.co.uk/schools/gcsebitesize/
Spanish
Modules of Study
Autumn
¡Mira! 1 – Unit 5
My free time (Mi tiempo libre)
 telling the time
 saying what you like to do in your free time (using me gusta + verbs in the infinitive)
 saying what you are going to do (using the near future tense)
¡Mira! 1 – Unit 6 In the city (En la ciudad):




describing what your town is like (using positive and negative connectives)
making and responding to invitations
describing the weather
conjugating stem-changing verbs (e.g. querer)
¡Mira! 2 – Unit 1 People (La gente):



describing activities and giving opinions
describing friends using different adjectives
describing daily routine (using reflexive verbs)
Spring
¡Mira! 2 – Unit 2 ¿Vamos a salir? (Are we going out?):



describing places around town
inviting someone to go out, and making excuses
describing someone else’s likes and dislikes
¡Mira! 2 – Unit 3 Mis vacaciones (My holidays):



describing where you went on holiday (using the past tense)
scribing who you went with and how you got there
giving justified opinions about your holidays
Summer
¡Mira! 2 – Unit 4 La comida (Food):



describing what you eat at different mealtimes
shopping for food (using numbers 1 – 1000)
eating in a restaurant
HOMEWORK PROJECT: Spanish Food
¡Mira! 2 – Unit 6 Barcelona (Foreign City):



describing what there is to do and see in Barcelona
describing different types of shops
asking for and giving directions
Assessment/Exam
Regular End-of-Unit tests, assessing the four skills: listening, reading, speaking, and writing
Key Texts
¡Mira! 1 + ¡Mira! 2
Workbooks (containing word lists) for homework and consolidation
Key Websites
www.linguascope.com (login and password to be provided by teachers) +
http://oye.languageskills.co.uk