Year_8_Term_2_Curriculum_Website_v2

Year 8

Curriculum Overview
Term 2

Dear Parents and Carers,

In the following booklet, you will find an overview of what your child is studying this term in College.
We’ve included key details on what they will be learning, how they will be assessed and what they might do in lessons, or outside the
classroom, to further develop their understanding. The aim for this is to make it easier for you to work with the College to support your
child in their learning.

Our overall aim for our curriculum is for it to be ambitious and knowledge-rich for all of our students and for them to become
Uckfield ACEs by the end of their journey with us:

A. Academic Achievers:
● Critical, creative, hard thinkers and learners
● Confident and knowledgeable speakers with large vocabularies (over 50,000 words) by the time they leave year 11

C. Citizens of our world with good Character :
● Social activists: engaged, responsible, knowledgeable, tolerant, outward-looking
● Ready, willing and able to make a wholly positive contribution to improving society

E. Enterprising and confident:
● Personally developed and personally knowledgeable - physically, mentally, socially and emotionally
● Able to think for themselves, be innovative, aspirational and to use their knowledge confidently

They learn this important knowledge through their subject lessons, deep learning days, assemblies, time with their form mentor, the
homework curriculum and through extra-curricular activities.

Topics: Life Events Art and Design
Knowledge:
What is the role of art in helping understand the world around us?
Assessment:
Stretch and Challenge: This unit is designed to develop students’ core art skills by using traditional processes such as
drawing and mono printing, whilst introducing them to new techniques such as digital and physical
collage. Students look at the role of art in representing real issues by learning about and
responding to the work of artists throughout history right up to the modern day. Having studied
historical events such as the slave trade and Guernica in Term 1 they now draw on more recent
events and the news. All of this leads up to a final outcome where students create a large scale
piece of work reflecting on events in their life so far.

Students are given regular feedback and support in lessons primarily through practical guidance.
Regular assessments are made over the course of the unit in line with Subject Specific Level
descriptors.

The unit is designed to equip all learners with both the practical and analytical skills to enable
them to make personal responses. The work they do in Term 1 introduces them to broad themes
which are then taken further in Term 2 so that all students work on their own individual outcomes
similar to the way students work at GCSE.

Topics: Computing

Data Representation

Knowledge: Problem solving skills to encrypt and decrypt coded messages.
Understand what binary numbers are and how they are used in computing
Assessment: Be able to convert numbers to and from binary form
Stretch and Challenge: Understand what character sets are and how they are used in computing
Understand that all data in computing is binary and be able to demonstrate how images and sounds are stored in
binary.

Students will create a piece of work demonstrating their understanding of data representation.
End of unit Test - this will form the main assessment for this unit.

Students are encouraged to continue looking into number systems and character sets. There are additional
resources to support this.

Topics: Dance
Knowledge:
Rock and Roll
Assessment:
This unit of work focuses on advancing and developing the skills learnt previously in Year 7:
Stretch and Challenge: - Students will develop their understanding of independently choreograph showing appreciation for the specific
genre
- Students will explore how to reproduce performance and technical skills learnt last year and develop these
showing more confidence and sophistication when using them.
- Students will develop their cultural appreciation by exploring the features about Rock and Roll and be able to self
evaluate as well as peer assess progress and work.

Dance assessments are based on the three strands of Performance, Choreography and Appreciation, as well as group
skills.
Performance - In duets/small groups, students will perform their Rock and Roll routine confidently with stylistic
characteristics evident.
Choreography - Application of knowledge, skills and understanding of choreographic forms and devices during
rehearsal and performance.
Appreciation - Students will be able to articulate their knowledge and critical reflection to inform their artistic practice.

Students are provided with opportunities to develop their physical, technical and expressive skills by attending dance
club once per week. Students are provided with opportunities to develop their leadership skills in small groups and in a
whole group context through leading warm-ups and recap sections of the class. Challenging questions are regularly used
and deeper thinking tasks are embedded into the sessions.

Design Technology and Engineering

Topics: Students are given to opportunity to develop their repertoire of skills and knowledge and are encouraged to become increasingly independent. They
complete a variety of Design and Make tasks which are designed to enable them to make the best possible progress during KS4, with a greater
emphasis on designing for a specific user in mind. Evaluation and Analysis are used to test the final outcomes and to develop their prototypes for
potential industrial production as they would in their GCSE.

Knowledge: Structures: Students are briefed with a fun competition to win with the strongest structure in the class. Students will work in teams to gain an
understanding of civil engineering and applying physics and maths to their design and make challenge. Students will develop their range of
technological and design vocabulary.
Enamelled Jewellery: Students will gain an understanding of the work of a variety of artists and how they have used key aesthetic elements to
develop their abstract art works. Students will develop their range of technological and design vocabulary. They begin their journey in silversmithing
to develop their skills in working with copper. They will learn to work with enamelling powders, glass threads and mosaic tiles to make a beautiful
item of jewellery.
Flat Pack Clock: Students will be challenged to design and make a flat pack clock that is to be user friendly and practical. They will develop complex
CAD skills; Use specialist design vocabulary; Present design ideas clearly with simple graphic communication skills; Give and receive constructive
criticism; Reflect on and evaluate the work of famous designers; Analyse product designs; Model design solutions.

Assessment: Structures: Students will be assessed on their application of forces their design. The strength to weight ratio of their final bridge. Communication
skills and team work.
Enamelled Jewellery: Students will be assessed on the quality of the jewellery item that has clearly been influenced by a named artist. Preparation
and planning for manufacture. Evaluation and improvements.
Flat Pack Clock: Students will be assessed on their isometric and orthographic drawing skills. CAD work, accuracy of finish. Testing and evaluation.

Stretch and Design: Students are be taught varying levels of presentation techniques, mastering basic sketching and reverse colour skills building up towards rendering and drawing
Challenge: a convincing 3D object. They will use modelling skills to develop design ideas. They will start to explore working drawings and understand more technical ways of
communicating, planning and presenting. They will develop CAD skills using OnShape to create accurate drawings which can then be laser cut for manufacture. More
able students may use CAD to create 3D representations, working drawings and and demonstrate assembly through exploded drawings. Make: Students develop their
modelling skills thinking about scale, materials and construction. This will then be used to create a CAD drawing suitable CAM manufacture. They will be shown the set
up and function of the laser cutter to help produce an element/or all of their final product. Evaluate: Students will develop their evaluative and analytical skills using their
own initial specification and by gaining feedback from others. More able students will add personal thought and respond to evaluation and feedback with suggestions of
modifications and consideration of commercial production.opinion and back up their response with other examples of good design.
Technical Knowledge: Students will be introduced to the properties of modelling materials. Students will be shown key function of tool on OnShape CAD program. More
able students will exploit the properties of these physical and digital tools and justify them in their use.

Drama

Topic: Blood Brothers

Knowledge: This unit continues to develop students ability to explore a given script in performance, developing their ability to respond to a
script and understand its potential in the space.
Students will:

- Continue to develop their understanding of how to create a believable character, utilising a range of theatrical skills to
communicate meaning.

- Be able to work as an individual or within a small group to ensure the director’s interpretation is lived out.
- Explore how to modernise and transform an original script, applying abstract conventions within performance.

Assessment: Within this unit students are assessed on:
- Their performance skills, brining a key scene or moment from the given play to life. Students are assessed on their
Stretch and contribution within performance, how well they communicate meaning; alongside their ability to sustain a character and
Challenge: idea within performance.

Students are encouraged to explore more abstract idea within the lessons, developing their knowledge of both the style and form
of drama. Students are also actively encouraged to develop their leadership skills by taking on the role of a director, ensuring they
are able to express and communicate their ideas effectively. Students are encouraged to develop their characterisation by watching
GCSE examples and applying key ideas within a performance.

English Link to English website

Topics: Persuasive writing
Knowledge:
In this unit, which links directly to the novel that students have just read, we study great speeches from across cultures and
history centered around the themes of freedom.oppression. And human rights We look at speeches from The Suffragettes,
Martin Luther King and Greta Thunberg (to name but a few) and analyse what makes these speeches so powerful and
effective. This is linked to one of our Deep Learning Days and Year 8 complete their ‘Speak Out’ day where they research,
write and perform speeches to the whole year group, speaking out against a prejudice they feel strongly about.

Assessment: Writing: students complete a persuasive piece f writing, written in the ofrm of a speech, challenging a particular prejudice

Stretch and In lessons, students are encouraged to use a range of subject specific vocabulary to offer analytical responses to questions
Challenge: about the speeches they are studying. They learn about the ethos, logos and pathos in speeches and study the way that some
speeches have altered and changed the course of history leading to dramatic social and political change.
High level vocabulary is embedded into this unit and students are encouraged to use it in both verbal and written responses.

Outside of lessons, students should continue to challenge themselves by wider reading. Through this unit, we encourage
students to read more non-fiction to expand both their vocabulary and their understanding of the wider world.

There are also some excellent lessons on this topic available on the Oak National Academy website.

Food preparation and Nutrition/Textiles

Food Prep & Nutrition/Textiles website

Topics: We teach on rotation depending on the rooming available and the facilities available. Year 8 students spend half the year working on Food Preparation and Nutrition
and the other half of the year learning about textiles. The curriculum is designed so that projects can be taught in any order and the skills build year on year.

Knowledge: Food preparation and Nutrition: The students complete two projects. In Textiles: The students complete 4 projects. The first is an introduction to art textiles.
the Healthy Snack Attack project, students will make a new and exciting Then we explore the true cost of textiles. n this unit students look at how technology
Assessment: range of snack foods that could replace the unhealthy foods that can be and cost considerations have affected the production of textiles, the
Stretch and found on the supermarket shelves. emergence of ‘eco fashion’ and what consumers can do to promote eco friendly
Challenge: Food around the World introduces students to the origins of some fashion.
multicultural foods You will be drawing on your existing knowledge of Textiles entrepreneur covers a variety of skills: Generation and development of
multicultural foods throughout the project. Students will use a new and design ideas for a very simple product – as part of a team. They will develop an
exciting range of multicultural ingredients. They will extend their practical understanding of the need for planning making before practical work begins.
skills in order to create high quality products. They will use a range of food Students will learn to communicate as a team. They will develop and understanding of
garnishes and decorations. They will also apply your knowledge of food how to cost a product
safety and hygiene. Dual Purpose textiles teaches the students the importance of maintaining
traditional skills as part of a culture/country’s heritage. We will explore how this can
be combined with current technology to improve the quality of life for people. The
students will be encouraged to take creative risks when designing.

Students will be assessed on their application of the principles of nutrition Students will be assessed on their safe use of materials and equipment in the textiles
and health. They will be assessed on the quality and presentation of their room. They will be assessed on how coherently they can present their ideas and how
dishes and their hygiene and safety. When they produce their final dish, well they work in a team.
they will also be marked on their time management skills.

The students are encouraged to cook at home when there is supervision. Students could research the ethics behind the modern textile industry and develop a
Recipes provided can be modified for different diets and cultures. much better understanding of the consequences our ‘throw away’ society has on the
Students are encouraged to prepare garnishes and explore different ways to longevity of our planet.
present their dishes.

Geography

Topics: Development

Knowledge: In this unit students will study the development of the world around them. We study the global inequality in wealth
Assessment: and the reasons for this. We also look at case studies that the show this level of uneven development across the
Stretch and Challenge: world. We discuss the vast impacts these inequalities have created. We then analyse the ways in which the world is
working together to reduce the development gap.

Students are assessed on their ability to explain and evaluate both impacts and responses to the development gap
around the world. They are also assessed on their knowledge of case studies and being able to apply their
understanding to various scenarios.

Students are encouraged to consider the social, economic, environmental and political aspects of world development
throughout this unit of work and are further stretched by continuous ‘think harder’ questions and challenge work in
each lesson. They are encouraged on numerous occasions to research their own examples to further their
understanding of who the world around them is developing both for the better or worse. Evidence-based activities,
homework and pause lessons ensure that all students are challenged and achieve excellent results.

This vitally important topic engages students with the extent of global inequality, important historical reasons (e.g.
colonialism), strategies to reduce the inequality and raises awareness. It challenges misconceptions to allow students
to be better informed as excellent geographers.

History

Topics: The Transatlantic Slave Trade - What does the World War One - Why was World War One so
Knowledge: transatlantic slave trade reveal about Britain’s changing difficult for ordinary soldiers?
attitude to the world?
Assessment:
Stretch and Students study the strengths of Africa before the transatlantic The unit focuses on some of the major issues of the
Challenge: slave trade, challenging misconceptions and providing context Western Front in the First World War, including causation,
to slavery in History. They consider the role of the British recruitment and the war of attrition. It also uses individual
Empire in the slave trade through an examination of triangular cases studies such as the life of Harry Patch and other local
trade and links with our previous unit. Students consider the Sussex contributions to the conflict, as well as a case study
experience of African slaves on the middle passage, at auctions of the Battle of the Somme. The unit includes a focus on
and on plantations. Finally they consider why and how slavery some of the more unknown stories and diverse experiences
was abolished, reviewing the contributions of those who have of war.
fought to end slavery.

Students develop source skills and in particular an Students will use a range of evidence to answer the
understanding of reliability and utility. They build on their question: ‘The Battle of the Somme was a defeat for the
understanding of the value and credibility of different British’ How far do you agree with this interpretation?
perspectives through source material.

Students question their own misconceptions about Africa and Students consider the significance of factors that caused
slavery. Students encounter different accounts that challenge the First World War. Students are encouraged to consider
stereotypical judgements and question the way the transatlantic the context of each individuals’ experiences and the impact
slave trade has been previously been portrayed in society. of the war on individuals emotionally and physically. The
unit helps provide contextual understanding to the WW1
surgery unit at GCSE.

Topics: Life Learning
Knowledge:
Positive Relationships- British values and the family
Assessment:
Stretch and Challenge: In this unit, students reflect on what respectful family relationships look like as well as how to manage conflict in
family situations. Students also explore identity in Britain today exploring British values such as respect and
tolerance and identify signs of radicalisation and extremism so that they develop an understanding of what it
means to be an upstanding citizen of the community inside and outside of school.

Students are assessed through formative assessment quizzes. Students are also assessed using the oracy
framework and the teacher will create opportunities for students to develop their confidence and oracy skills

● Students are given opportunities in each lesson to answer questions at an increasingly more challenging
level

● Targeted questioning
● Stretch Learning Intention on the first slide of each lesson
● Aim Higher tasks during the lesson

Life, Religion and Ethics

Topics: Evil and Suffering

Knowledge: In this unit, students will be introduced to the study of Knowledge:
Philosophy of Religion in which students will learn Building on prior knowledge of Abrahamic beliefs about
philosophical theories such as that of J.L.Mackie that attempts God
to disprove the existence of God due to the presence of evil. Inconsistent Triad Theory
Students will also learn Christian apologetic theodicies from Free Will Defence and Soul Making Theodicy
Augustine and Irenaeus which argue for the existence of God Skills:
in light of there being evil and suffering in the world. Judgement; logical thinking; debate

Assessment: Students will develop philosophical skills through the study of logical arguments. They will develop the skill of evaluating
arguments before coming to their own judgement. Students will be assessed through formative and summative
assessments.
Students will be assessed on:
Key vocabulary
Evaluative skills

Stretch and Challenge: Students will be stretched and challenged throughout this unit by building upon previously taught skills of evaluation to
applying this at a higher level. Literacy based homeworks will be set challenge students to develop their literacy and
evaluative skills

Maths

Topics: Delta Theta Pi
Knowledge: Unit 3 - 2D shapes and 3D solids Unit 4 - Expressions and equations Unit 3 - Statistics
Unit 4 - Real-life graphs Unit 5 - Real-life graphs Unit 4 - Expressions and Equations
Assessment:
Stretch and ● Plans and elevations ● Algebraic powers ● Data collection sheets
Challenge: ● Surface area of prisms ● Expressions and brackets ● Interpreting bar charts
● Volume of prisms ● Factorising expressions ● Drawing bar charts
● Circumference of a circle ● One-step equations ● Pie charts
● Area of a circle ● Two-step equations ● Simplifying expressions
● Cylinders ● The balancing method ● Functions
● Pythagoras' theorem ● Conversion graphs ● Solving equations
● Direct proportion ● Distance-time graphs ● Using brackets
● Interpreting financial graphs ● Line graphs
● Distance-time graphs ● Complex line graphs
● Rates of change ● Graphs of functions
● Misleading graphs ● More real-life graphs

● Skills Check Assessment in the ● Skills Check Assessment in the ● Skills Check Assessment in the
penultimate week of term penultimate week of term penultimate week of term

● Unit Assessment in the last week ● Unit Assessment in the last week ● Unit Assessment in the last week
of term of term of term

● Students will be encounter a ● Students will be encounter a ● Students will be encounter a
wide range a problems in which wide range a problems in which wide range a problems in which
they can apply the skills learned. they can apply the skills learned. they can apply the skills learned.

● Use the hegarty maths search ● Use the hegarty maths search ● Use the hegarty maths search
bar to find more challenging bar to find more challenging bar to find more challenging
tasks related to current work tasks related to current work tasks related to current work

Modern Foreign Languages

Topics: French: Talking about Free-time. Spanish: Talking about places in town.

Knowledge: Students are studying free-time activities and are Students are going to learn about places in town and
Assessment: expressing opinions about likes and dislikes. They are the Near Future tense. They are going to learn about
learning about different key verbs to use with sporting how to ask questions and to give opinions. They are
activities. They are going to learn about the past tense. also going to learn how to tell the time.

Students are going to complete a listening assessment Students are going to complete a listening assessment
on the topic of Free-time. They would need to answer on the topic of Free-time. They would need to answer
in English and in target language. in English and in target language.

Stretch and Challenge: Students are going to produce more complex sentence Students are going to produce more complex sentence
structures and use two different tenses in writing tasks structures and use two different tenses in writing tasks
the present tense and the past tense. the present and the near future tense.
Students learn about different leisure activities you can Students learn about different shops you can find in
do in France. (eg: Sports like ‘handball’). Spain.

Music Link to Music Website

Topics: Minimalism
Knowledge:
This unit will explore key concepts and characteristics of Minimalist music and introduce students to 20th Century music.
Assessment:
Students will:
- Explore the use of minimalist composition techniques through composition and mini performance tasks.
- Listen to a range of minimalist compositions including ‘A short ride in a Fast Machine’ by John Adams, ‘In C’ by
Terry Riley and ‘Tablet’ by Meredith Monk.
- Compose their own minimalist compositions in the style of ‘Different Trains’ by Steve Reich, combining minimalist
music, sound effects and voices to represent a theme.
- Make use of music technology to create this composition on their chromebooks.

Music assessments are based on the four main strands of music making: Performing, Composing, Listening and Appraising
and Character.
Performing: Perform existing minimalist compositions in small groups and use music technology to record live music and
live sound.
Composing: Compose a minimalist composition using appropriate structure and minimalist techniques in the style of
‘Different Trains’ by Steve Reich, combining music, sound effects and voices to represent a theme.
Listening and Appraising: Identify minimalist techniques and structures through listening to existing minimalist music
and explain how they have used similar ideas in their own compositions.
Character: Develop musical ideas using music technology and be able to offer appropriate feedback to others.

Stretch and Challenge: Students can develop their music technology and composition skills further by recording and manipulating live sound and
voices effectively. Make innovative use of minimalist techniques and structures as well as composing appropriate musical
ideas by recording live alongside manipulating samples.

Topics: Physical Education

Knowledge: Year 8 Students will take part in the following activities throughout Year 8:
Assessment: Netball, Football, Handball, Hockey, Rugby, Badminton, Swimming, Gymnastics, Cricket, Stoolball, Rounders and Athletics.

Stretch and Term 2 Year 8 Girls = Hockey, Netball, Football, Badminton, Gymnastics and Swimming.
Challenge:
Term 2 Year 8 Boys = Football, Rugby, Basketball, Badminton, Gymnastics and Swimming.

Each sport has 5 skill areas.
Students are assessed and prepared for assessment lessons in these through isolated practices, conditioned
games/activities and full context games (i.e. 7 v 7, 11 v 11 etc).

Students will be assessed at the end of each block of activity. Each activity block lasts for one term, the assessment
lesson will take place in the last lesson of the term.

E.g A male student in term one may do one term of football (about 6 weeks) and one term of swimming, in the last
lesson of each activity they will be assessed and given a grade. These grades are then averaged out at the end of the
year to give an accurate overall grade in PE.

Students are encouraged to attend extra curricular clubs either in school or out of school to enhance their consistency,
accuracy and speed.

More able students will be challenged mentally as well as physically to improve their tactical awareness of sport. PE
teachers will test their ability to justify, evaluate and discuss the tactics in a variety of sports.

Topics: Science
Knowledge:
Students will study the metals topic. This is the first Chemistry topic of the year. They will also
Assessment: study the Transport and Microbes topic, which is the first Biology topic of the year.

In this big idea students will learn about the properties of metals and how they react with different substances
such as water, air and acid. They will learn about why metals are used in the world around us, for example,
why copper can be used to make wires or why gold is used for jewellery. Students will take part in a range of
exciting practical experiments in order to form their own conclusions and find out which is the most reactive
metal.

In the Biology topic students will learn about the structure and roles of bacteria, viruses and fungi. This is a
very relevant topic and students will have the opportunity to understand more about viral diseases, how the
body defends against them and how they can stay safe.

Students will be assessed with a ‘PIN’ assessment at the end of the Physics topic. They will also have a ‘cycle
test’ at the end of the term which will test them on everything covered in Science so far.

Stretch and Challenge: To challenge students, they will learn about why metals have certain properties and relate this to key features
of the metallic structure. They will also learn about how surface area can affect the rate of diffusion and how
to calculate the size of different cells.

Topics: Personal Development Time
Knowledge:
Year 8 students will take part in the following activities in Term 2:
Stretch and ● Reading.
Challenge: ● Votes for Schools.
● MyACE & Mentoring
● Assemblies.

● Reading - As a mentor group, they will read through a selected novel together to help increase students’ passion for
reading and vocabulary. Do ask them what book they have chosen!

● Votes for Schools - In order to develop students’ oracy and citizenship skills we use this nationwide programme
where students discuss current national and global issues and then vote at the end. These votes are then collected
around the country and mentor groups can see how their mentor group, year group and school compare with other
young people’s views across the UK.

● MyACE & Mentoring - Students carry our reflection activities to set meaningful targets based around the Uckfield
ACEs. They then add these to their MyACE webpage. During this mentors meet with groups of students to discuss their
progress and development.

● Assemblies - Students have an assembly from SLT every week which is based on key wider learning themes built
around the Uckfield Qualities. Directors of Year also deliver an assembly every fortnight discussing key year group
information and also developing the Uckfield Qualities.

● There is an extensive Student Leadership programme available which students can apply to. This will lead to them
being either a Form Representative, a member of the College Council or a Prefect.

- Form Representatives: Meet with their Director of Year every month to lead deliver charity based projects.
- College Council: Meet with the Council every week to discuss whole College issues.
- Prefects: Meet with Sixth Form leads in specific committees to lead and deliver projects.