Key Stage 3 -

Curriculum Booklet

2024 – 2025

NAE Education Strategy

...have high

expectations, develop

relationships, establish

routines and create a

supportive environment

…know HOW

students learn, access

prior knowledge,

teach in small steps,

check learning and

showcase excellence

…. ask big questions

with an inquiry focus,

explain where learning

is going, how to get

there and use clear

success criteria

….space and retrieve

new knowledge, show

success is linked to

effort and teach

metacognition

….create and use

model exemplars,

provide equitable

challenge for all and

scaffold effectively

….develop a culture of

redraft and improvement,

give actionable feedback

and teach how to

collaborate

…feel secure,

supported and

motivated to

proactively engage in

the learning journey

…acquire new

knowledge and

skills in order to

access high level

thinking

… are driven by

curiosity, engage

with their own

progress and believe

anything is possible

…know what

success looks like,

struggle positively,

take risks and

develop resilience

…build knowledge

schema, make links,

articulate strengths and

weaknesses and reflect

proactively

…show pride in their

work, question their

own beliefs and can

collaboratively create

new learning.

Teaching and Learning at BSG

Teachers at BSG…

So that Students…

A Love of Learning

• Our primary aim is to nurture intellectual curiosity through engaging and enquiry-led teaching. We encourage students to work

independently and collaboratively as they demonstrate creativity and innovation in their approach to solving problems. Students are

always provided with a safe, stimulating and supportive learning environment, allowing them the courage to take calculated risks

and to learn and improve from feedback. We use innovative teaching methods and technology to further enhance our students ’

mastery and enjoyment of their studies helping to foster a love of learning that will last a lifetime.

English as an Additional Language (EAL)

• Some students require direct teaching to enable them to gain the English language skills required to fully access the curriculum.

These learners receive one to one or small group tuition.

Learning Support: For Special Educational Needs (SEN)

• Some students may have significantly greater difficulty in accessing learning. Their learning difficulties may be addressed by shortterm support or by intervention that focuses on directly addressing the difficulties and providing strategies to progress in spite of it.

Supporting Learning

Year 7

Curriculum

Year 7 ENGLISH

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of

Work

(What will

students

know?)

• Introduction to our library

and why we value reading at

BSG

• Expectations for reading

and Accelerated Reader

• Greek Mythology – to know

what is meant by a myth

• Research and prepare a

presentation in groups on a

mythological creature

• What makes a great

presentation?

• Reading a myth for meaning

• Writing a diary entry in the

persona of a fictional

character

The Novel

• Novel of choice to be used as a vessel for

practicing a variety of skills.

• Introduction to character, focus on making

predictions

• Practice recognizing and using sensory

language in description

• Analysing the presentation of a ‘menacing’

character

• Focus on narrative perspective and creating a

spoken news report

• Creating an advert using the appropriate

features such as a logo, slogan, persuasive

language

• Exploring characterization, focusing on inference

• Develop and practice a Pecha Kucha

• Practising focused discussion of a piece of

literature

The News

• Importance of the news and media

literacy

• Exploring how we understand ‘bias’

• Focusing on structure and features of

a news report and an opinion piece

• Understand what target audience

means and how our register might

change to appeal to different target

audiences

• Making editorial decisions whilst

working as teams in our mock

newsroom

• Analysing an opinion piece and

focusing on persuasive language

devices

• Preparing a written opinion piece

The Play text

• Debate the idea of science vs

religion

• What it means to be an outsider

– what does the idea of

appearance vs reality mean?

• To understand the presentation

of women in the text.

• Discuss writer’s choices for

dramatic effect

• What is a monster, what is a

creature?

• What is gothic literature – what

are the feature of gothic?

• Putting Frankenstein on trial.

• Write empathically in the voice

of the monster

Introduction to poetry –poetry

about people and their

environment

• An introduction to

poetry

• Examining sounds in

poetry (aural imagery)

• Exploring descriptiions

in poetry (simile,

metaphor and

personification)

• Learning to embellish

writing using figurative

language

• Exploring idea of tone in

poetry

• Examine various

features of form and

structure in poetry

Skills

(What will

students be

able to do?)

• Use library and Accelerated

Reading to progress their

reading

• Understand how to work as

a group and prepare a

research project

• Begin to analyse a text using

PEE

• Revise and practice

empathic writing , formal

letter and persuasive

techniques

• Make predictions

• Recognise and use sensory language

• Use the correct register for the news report

• Use inference to analyse a character

• Work in groups for speaking and listening

assessement

• Take part in a focused discussion

• Understand the structure of a news

report

• Write and opinion piece, using the

appropriate form and register

• Understand bias

• Recgnise and write for various target

audiences

• Analyse a theme using PEE

• Discuss and gather ideas from

the text using inference about

themes and characters

• Recognise features of gothic

literature

• Identify and attempt to

use a variety of poetic

language devices –

simile, metaphor,

alliteration,

onomatopoeia

• Use PEE structure to

write an analysis of a

poem

• Identify features of

structure and form in a

poem

Assessment

(How will

students

show their

learning?)

Speaking and Listening Group

presentation – working effectively

in a group

Writing Formal letter with

persuasive features (timed)

Reading PEE Literary analysis (drafted)

Speaking and Listening - group assessment – Pecha

Kucha

Writing Write a newspaper report (drafted)

WritingWrite an opinion piece (timed)

Reading Empathic writing (drafted)

Reading PEE analysis (timed)

Assessment Week - timed

PEE analysis and

interpretation of a poem

Year 7 MATHEMATICS

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of

Work

(What will

students

know?)

Unit 1: Averages and range.

Unit 2: Number.

Unit 3: Equations, functions and formulae.

Unit 4: Fractions.

Unit 5: Angles and shapes.

Unit 6: Decimals and percentages. Unit 7: Ratio and proportion.

Unit 8: Measures and shapes.

Unit 9: Sequences and graphs.

Unit 10: Transformations.

Unit 11: Probability.

Skills

(What will

students be

able to do?)

Unit 1

Find the mode, median and range of a set of

data.

Calculate and interpret the mean of a set of data.

Compare sets of data using averages and range.

Solve problems involving mean, mode, median

and range.

Group discrete and continuous data.

Draw and interpret grouped frequency diagrams.

Use two-way tables.

Interpret and draw dual bar charts and

compound bar charts.

Interpret and draw line graphs.

Recognise when a graph is misleading.

Analyse and present data using spreadsheets in

a computer software program.

Choose the most appropriate graph to represent

data and solve problems.

Draw, read and interpret tables, bar charts, pie

charts, bar-line graphs and line graphs.

Unit 2

Use rules for divisibility by 2, 3, 4, 5, 9 and 10.

Understand the difference between multiples,

factors and primes.

Find all the factor pairs of any whole number.

Find the HCF and LCM of two numbers.

Compare and order positive and negative

numbers.

Add and subtract positive and negative numbers.

Use index notation for squares and square roots.

Calculate with squares and square roots.

Carry out calculations involving squares, cubes,

square roots and cube roots.

Use factorising to work out square roots and

cube roots.

Solve word problems using square roots and

cube roots.

Estimate answers to complex calculations.

Carry out calculations involving brackets.

Unit 3

Simplify expressions by collecting like terms.

Write expressions using four operations.

Substitute into formulae.

Write formulae from a description.

Expand expressions involving brackets.

Unit 4

Compare and simplify fractions.

Write one number as a fraction of another.

Work out simple fractions of amounts.

Write an improper fraction as a mixed number.

Add and subtract fractions.

Work with equivalent fractions, decimals and

percentages.

Use division to write a fraction as a decimal.

Multiply a fraction by a whole number.

Multiply a fraction by a fraction.

Add and subtract mixed numbers.

Multiply a mixed number by a fraction.

Unit 5

Use a protractor to measure and draw angles.

Solve problems involving angles.

Work out unknown angles when two or more lines

cross at a point.

Describe the line and rotational symmetry of

triangles.

Use properties of a triangle to work out unknown

angles.

Understand how to prove that a result is true.

Use the properties of isosceles and equilateral

triangles to solve problems.

Describe the line and rotational symmetry and the

properties of quadrilaterals.

Understand how to prove that angles of a

quadrilateral add up to 360°.

Solve problems involving quadrilaterals.

Draw triangles accurately using a ruler and a

protractor.

Draw diagrams to scale.

Unit 6

Recognise the place value of each

digit in large numbers.

Round decimals to 1 decimal place.

Write decimals in ascending and

descending order.

Add and subtract decimals.

Multiply a decimal by an integer.

Round decimals to make estimates.

Divide decimals by a whole number.

Solve problems by dividing decimals.

Compare and order decimals,

fractions and percentages.

Convert between percentages,

decimals and fractions.

Write one number as a fraction of

another.

Mentally calculate a percentage of an

amount.

Unit 7

Write and understand ratios.

Write a ratio in its simplest form.

Share a quantity in two or more parts

in a given ratio.

Understand the relationship between

ratio and proportion.

Solve simple word problems

involving ratio and direct proportion.

Solve simple word problems

involving ratio and inverse proportion.

Solve problems involving ratio and

proportion using the unitary method.

Solve best buy problems.

Unit 8

Convert between metric units

of measures of length, mass

and capacity.

Solve problems in everyday

contexts involving measures

and conversions.

Find the perimeter of regular

polygons with one side given.

Find the perimeter of irregular

polygons including compound

shapes.

Calculate the area of squares

and rectangles.

Calculate the area of

compound shapes made from

rectangles.

Solve perimeter and area

problems.

Identify properties of 3D solids,

including cubes, cuboids and

prisms.

Identify reflective symmetry in

3D solids.

Unit 9

Work out the terms of an arithmetic sequence using the

term-to-term rule.

Work out a given term in a simple arithmetic sequence.

Work out and use expressions for the ?th term in an

arithmetic sequence.

Generate sequences and predict how they will

continue.

Recognise geometric sequences and work out the

term-to-term rule.

Use positive and negative coordinates.

Work out the midpoint of a line segment.

Draw straight-line graphs.

Recognise straight-line graphs parallel to the axes.

Recognise graphs of ? = ? and ? = –?

Draw graphs that represent relationships.

Solve problems involving coordinates and straight lines.

Unit 10

Identify congruent shapes.

Use the language of enlargement.

Enlarge shapes using given scale factors.

Work out the scale factor given an object and its image.

Recognise and carry out reflections in a mirror line.

Reflect a shape on a coordinate grid.

Describe a reflection on a coordinate grid.

Recognise and carry out rotations.

Describe and carry out rotations on a coordinate grid.

Translate 2D shapes.

Transform 2D shapes by combinations of rotations,

reflections and translations.

Unit 11

Use and interpret probability scales.

Calculate and compare probabilities.

Calculate more complex probabilities.

Find the probability of an event not happening.

Year 7 MATHEMATICS

Assessment

(How will

students

show their

learning?)

Baseline assessment in the first week.

Formative assessment within each unit.

Formative assessment within each unit.

Summative assessment on units 1-3.

Formative assessment within each

unit.

Summative assessment on Units 1-7 Formative assessment within each unit.

Summative assessment on Units 1-11.

Year 7 SCIENCE

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-3 Week 4-10 Week 1-11

Knowledge/ Units

of Work

(What will students

know?)

Lab Skills - Unit 0

⚫ What are the key lab safety

rules?

⚫ How do you ask effective

scientific questions?

⚫ What steps are needed to plan

an investigation?

⚫ How do you safely use a

Bunsen burner?

⚫ How is data accurately

recorded?

⚫ How do you analyse collected

data?

⚫ How do you evaluate your

results?

⚫ Why justify your revision

choices?

⚫ What makes a successful

scientific investigation?

Unit 1 - Cells, Systems, and

Reproduction

⚫ How do you observe cells

under a microscope?

⚫ What are the differences

between plant and animal

cells?

⚫ How do you use a light

microscope to observe cells?

⚫ What are specialised cells, and

what do they do?

⚫ How do substances move in

and out of cells?

Unit 1 - Cells, Systems, and Reproduction

⚫ What are unicellular organisms?

⚫ What are stem cells, and why are

they important?

⚫ How do stem cells relate to different

levels of organisation?

⚫ How does gas exchange occur in the

body?

⚫ What is the process of breathing?

⚫ What are the changes during

adolescence?

⚫ How does the reproductive system

function?

⚫ What happens during fertilisation and

implantation?

⚫ How does a foetus develop?

⚫ What are the stages of the menstrual

cycle?

Unit 2 - Particles and Elements

⚫ What are the particles and states of

matter?

⚫ How do melting and freezing occur?

⚫ What happens during changes of

state?

⚫ How do you observe the cooling of

stearic acid?

⚫ What is diffusion, and how does it

work?

⚫ What causes gas pressure?

⚫ What are atoms, and what are they

made of?

⚫ What are elements?

⚫ How do elements form compounds?

⚫ How do you write chemical formulae?

Residential trip

Unit 1 - Cells, Systems,

and Reproduction

⚫ Review and

consolidation of

Unit 1

Unit 3 - Forces

⚫ What are forces,

and how do they

affect objects?

⚫ How do squashing

and stretching

change the shape

of objects?

Unit 3 - Forces

⚫ What are drag forces

and friction, and how

do they slow objects

down?

⚫ How do forces act at

a distance?

⚫ What is the

difference between

balanced and

unbalanced forces?

⚫ How can you

investigate friction

through a practical

experiment?

Unit 4 - Chemical

Reactions

⚫ What are chemical

reactions, and how

do they occur?

⚫ How do you write

word equations for

chemical reactions?

⚫ How do fuels burn,

and what happens

during combustion?

⚫ What is the

conservation of mass

in chemical

reactions?

⚫ What are exothermic

and endothermic

reactions?

Unit 4 - Chemical Reactions

⚫ How can you investigate

exothermic and endothermic

reactions in a practical

experiment?

⚫ What are acids and alkalis?

⚫ How do indicators and pH

scales help us understand

acidity and alkalinity?

⚫ What is neutralisation, and

how does it work?

⚫ How are salts made during

chemical reactions?

Unit 5 - Sound and Light

⚫ What are waves, and how do

they carry energy?

⚫ How is sound energy

transferred through different

mediums?

⚫ What factors affect the

loudness and pitch of sound?

⚫ How do we detect sound and

measure its properties?

⚫ What are echoes and

ultrasound, and how are they

used?

⚫ What is light, and how does it

travel?

⚫ How does reflection occur,

and what are its effects?

What happens to light during

refraction?

⚫ How do the eye and the

camera work to form images?

⚫ What causes colour, and how

is it perceived?

Year 7 SCIENCE

Skills

(What will students

be able to do?)

Students will learn about safe

practices in the laboratory, handling

scientific equipment, collecting and

using data.

Study skills development and

metacognition strategy development.

Students will learn about safe practices in

the laboratory, handling scientific

equipment,safe separation techniques,

making scientific observations and

measurements, collecting and using data.

Study skills development and metacognition

strategy development.

Students will learn about

safe practices in the

laboratory, handling

scientific equipment and

making scientific

measurements, collecting

and usingdata. Students

will also learn to use

scientific formulas

Students will learn about

making scientific

observations and

measurements, collecting

and using

data and, using scientific

formulas

Study skill development

and metacognition strategy

development.

Students will learn about safe

practices in the laboratory, handling

scientific equipment and making

scientific measurements, collecting

and using data.

Study skill development and

metacognition strategy

development.

Assessment

(How will students

show their

learning?)

Summative

Core practical 0- investigation Skills,

Core Practical 1- Microscopes

Formative

Two golden Nugget tests per topic

Summative

Summative extended writing task 1, Mini

Assessment- Cells, Unit 1- End of Unit test,

Core practical 2, Unit 2-End of Unit test

Formative

Two golden Nugget tests per topic

Formative

Two golden Nugget tests

per topic

Summative

Core practical 3, Unit 3-

Summative extended

writing task, Unit 3- End of

unit test, Core practical 4

Formative

Two golden Nugget tests

per topic

Summative End of year science

exam, Unit 4- End of Unit test, Unit

5- Extended writing task, Unit 5-

End of unit test

Formative

Two golden Nugget tests per topic

Year 7 HISTORY

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-9 Week 9-11 Week 1-4

Week 4-11

Knowledge/

Units of Work

(What will

students know?)

1.What is History?

•Types of evidence and how to use them,

including Primary/ Secondary sources.

•Who was the Tollund Man? An inquiry

into who he was, why and he died and

why he is important.

•An understanding of chronology and

why it is important.

•How to check for bias and use historical

interpretations

•Understand how to judge significance.

•Evaluate the usefulness and reliability of

sources.

2.The Norman Invasion of England.

•Describing and analysing the

problems arising from the death of

Edward the Confessor which ultimately

ends with the Norman invasion of

England.

•The impact of rival dynastic claims to

a throne.

•How battles were successfully fought

in the medieval world.

•The impact of Norman culture on the

English way of life.

3.Medieval England

•Evaluating the reign of King John and his

relationships with his Barons.

•Assessing and evaluating the significance

and effects of the Black Death on English

Society.

•Describing the causes of the Peasants’

Revolt and explaining its effect on English

society and the relationship between the

rulers and ruled.

•The influence of the Catholic Church in

Europe.

•

4.The Tudors/Stuarts

•Assessing the power of the Church

in Europe.

•Identifying and explaining Henry

VIII’s problems.

•Evaluating the effectiveness of his

‘solutions’.

•The effects of the reformation on

the English government, church and

society.

•The Gunpowder Plot.

•Causes and events of the Civil

War.

•Oliver Cromwell.

5.Christendom and the Crusades.

•The importance of the Christian

Church in medieval life.

•A study of medieval Christianity

and Islam.

•Holy places- Jerusalem and

Baghdad.

•Why did people go on Crusades?

First Crusade

•Second Crusade

•Legacy of the Crusades on the

modern world.

Skills

(What will

students be able

to do?)

•Approach History as a historian,

conducting inquiries into big questions.

•Make inferences from sources using the

correct terminology.

•Analyse and evaluate sources for

usefulness and reliability.

•Judge significance of people and events

based on a set criteria.

•Compare and contrast.

•Evaluate contemporary and noncontemporary sources of evidence.

•Describe and explain events

chronologically.

•Develop questions to frame an

historical enquiry.

•Develop interpretations about the

past.

•Describe and explain events chronologically.

•Be able to identify change and continuity.

•Identifying and explaining cause and effect.

•Using evidence to justify.

•Synthesise and communicate new ideas and

perspectives.

•Use judgement to select effective

arguments.

•Communicate judgement

persuasively.

•Evaluate historical interpretations.

•Offer own interpretation of

‘successes of medieval cities and

leaders.

•Become familiar with the lifestyles

and beliefs of different societies.

•Identify aspects of change and

continuity.

•Use empathy to gain

understanding of differing

perspectives

Assessment

(How will students

show their

learning?)

Formative: Retrieval practice quizzes

throughout.

Summative: What happened to the

Tollund Man?

•Used PEE structure.

•Used specific evidence.

•Used both contemporary and noncontemporary evidence.

•Talked about all five points: When, how,

who, where and why?

Formative: Retrieval practice quizzes

throughout.

Summative: Written/Spoken project.

Format including news report, field trip

report, journal entry.

•Interpret and draw conclusions using

contemporary and non-contemporary

resources.

•Demonstrate historical knowledge,

understanding and skills.

Formative: Retrieval practice quizzes

throughout.

Summative: Create a timeline of the world’s

ancient civilisations and identify their most

important contributions to humanity’s

development.

•Describe and explain events chronologically.

•Use multiple sources of historical evidence to

draw conclusions.

•Articulate and defend an informed decision

about a view of a period in history.

Formative: Retrieval practice

quizzes throughout.

Summative: Audio visual

documentary / podcast / report on a

chosen medieval country identifying

key features of change and

continuity, cause and effect and

including their own interpretations on

why events happened using a

variety of evidence sources.

Formative: Retrieval practice

quizzes throughout.

Summative: ‘Dragon’s Den’

product pitch. ‘How best to solve

the problems between Christians

and Muslims in the time of the

Crusades’. Students must present

an idea which aims to solve the

problems of the Crusades.

•Demonstrate historical

knowledge, understanding and

skills.

Year 7 GEOGRAPHY

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/ Units

of Work

(What will students

know?)

1. Map skills

-What is geography?

- Understanding different Ordnance Survey map

symbols.

- Familiarity with cardinal directions (North, South, East,

West).

- Proficiency in reading four-figure grid references.

- Proficiency in reading six-figure grid references.

- The ability to use the scale on a map.

- The ability to interpret maps, including elevation maps

that utilize contours.

- The capability to integrate these skills and create a

fictitious map.

2. China

- Students should be able to locate

China on a map.

- Students should understand China's

population distribution.

- Students should comprehend the

rapid changes China has undergone in

the past 40 years.

- Students should be familiar with a

case study about Beijing.

- Students should recognize the

correlation between rapid economic

development and pollution.

- Students should learn about a case

study regarding the Three Gorges

Dam and its role in generating

electricity in southern China.

- Students should be able to compare

rural and urban areas in China.

3. River Processes and Landforms

- Comprehending Drainage Basin

Systems

- Gaining knowledge about the various

processes in a river and their role in

shaping the river channel.

-Developing fieldwork skills for

measuring a river from its source to its

mouth.

- Understanding the formation of upper

course features, such as waterfalls.

- Exploring the formation of middle

course features, including meanders and

Oxbow lakes.

- Recognizing the potential for flooding in

the lower course.

- Acquiring the ability to propose

solutions for river flooding.

4. Exploring Africa

- Gaining knowledge of Africa's geographical

location and its diverse countries.

- Familiarizing oneself with the physical

features of Africa.

- Learning about the major rivers that flow

through Africa.

- Acquiring knowledge about the major lakes

situated in Africa.

- Understanding the rich diversity of African

peoples and their various cultures.

5. Atlas skills

• To know where continents and

oceans are located.

• To be able to use longitude and

latitude in an Atlas.

• To recognize that there are many

different maps used in geography

thematically

Skills

(What will students

be able to do?)

• Four figure grid references, six figure grid

references, use of scale, elevation map,

contours, ordinance survey maps.

• Map skills, choropleth maps,

population distribution maps,

use of data to construct

graphs.

• Map reading, topographical

maps, river profile, drawing of

diagrams

• Geographical awareness, cultural

awareness, global citizenship, cross

cultural understanding

• Map reading, geographical location,

longitude and latitude, time zones,

political and cultural geography.

Assessment

(How will students

show their

learning?)

Formative: Retrieval practice quizzes throughout and

various worksheets.

Summative: map skills checkpoint test

Formative: Retrieval practice quizzes

throughout and various worksheets.

Summative: End of unit China test

Formative: Retrieval practice quizzes

throughout and various worksheets.

Summative: End of unit rivers test

Formative: Retrieval practice quizzes

throughout and various worksheets.

Summative: African country project

Formative: Retrieval practice quizzes

throughout and various worksheets.

Summative: Atlas skills test

Year 7 COMPUTER SCIENCE

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

BINARY

& intro to

PROBLEM SOLVING

LOGIC

& intro to

WEB DEV

IMAGES

& intro to

ENCODING

PROGRAMMING

& intro to

SPREADSHEETS

SECURITY

& reinforcement of

WORD PROCESSING

Knowledge

(What will students

know?)

- The basis of non-denary num

systems

- sudoku, nonogram, hive

- The basics of logic eg and, or,

not

- The 3 core logic gates

- The basic terminology of computer

graphics

- The 2 types of digital images inc

their properties

- The basic input/output and string

processing functions of modern computer

languages

- Fundamentals of MS Excel

- The basic Malware Terminology &

Mitigation measures

- Fundamentals of MS Word

Skills

(What will students be

able to do?)

- Explain the need for digital

systems to use base 2

- Explain how to convert between

diff number bases

- Explain Hexadecimal & its uses

- 2s complement

- Draw & explain the 3 basic

logic gates

- Explain the corresponding

truth tables

- Create logic circuits from a

logic statement

- Write logic using Boolean

algebra

- Explain the role of pixels in bitmap

images & resolution

- Use appropriate bit range for a given

color depth

- Estimate the file size of a raster

image

- Use Photopea and Inkscape to make

raster and vectors

- Use print/input, equality, incrementation,

looping

- write a simple quiz program (with a

score)

- Be aware of Python, VB / BBC Basic &

Ruby basics

- Data Entry, SUM, AVR, MAX

- Create a graph for a given data set

- Perform Group presentations (to aid

Feynman learning)

- improve their own safety online and

advise others

- know what to look for in SPAM emails and

social media identity theft posts

- understand the need for strong

passwords as info becomes more valuable

Assessment

(How will students

show their learning?)

Formative: Cisco Binary, Flippy,

2048, wotthehex

Summative: Math Aids

Summative: BSG Num Sys Test

mark /30

Summative: Pupil compendium

Formative: Logic puzzles,

logic.ly,

Physics circuit boards

Formative: Logic Lab website

Summative: BSG LOGIC Test

mark /30

Formative: Create basic shapes using

Turtle,

Formative: Create a range of image

file types

Summative: BSG IMGS Test

Summative: Student Web Page

submission

Formative: IDLE, Mu, JSBEEB,

python.microbit.org/v/3

Summative: Effective use of Web IDE eg

replit

Summative: Use of local install IDE such

as RT Russell’s IDE

Summative: BSG PROG Test mark /30

Formative: Group work presentation, 6x6

summary, w3schools.com/cybersecurity/

quizlet.com/155047924/

Summative: Create own security

Multichoice,

Summative: BSG NETSEC Test mark /30

Year 7 ART

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/ Units of

Work

(What will students

know?)

Formal elements of Art -- LINE

• 8 formal elements of art.

• Definition of line in art.

• Different types of lines

• How to make marks using different lines.

• How Vincent Van Gogh used lines to make

marks in his drawings.

• Basic knowledge about graphite pencils.

Formal elements of Art – SPACE /

TEXTURE / SHAPE

• Definition of space/texture/shape

• Perspective drawing techniques

• Basic pencil sketch skills.

• Different types of textures.

• Use mark making to draw a range of

textures.

• Different types of shapes.

• Japanese Notan art

Formal elements of Art – VALUE

• Definition of value in art.

• Different tonal values in pencil

sketch

• How to create a full range of

tonal values in drawing.

• Learn about Hatching and cross

hatching in pencil sketch.

Formal elements of Art – COLOUR

• What is colour in art -- 3 properties of

colour

• Colour theory and colour mixing

• Basic acrylic painting skills.

Formal elements of Art – FORM /

PATTERN

• Definition of form and pattern.

• Artist study – Robert and Sonia

Delaunay

• Artist writing

• Create 3D letters in response to

Delaunay’s’ work

Skills

(What will students

be able to do?)

• Describe different types of lines.

• Use and explore the formal element of line

to make marks.

• Know how to choose and use graphite

pencils.

• Describe different types of textures

and shapes

• Know how to use perspective

drawing techniques to create depth

in a 2D art work.

• How to start a pencil sketch

• Use mark making to draw a range of

textures.

• How to make Notan art

• Describe value in art works.

• Know different tonal values in a

pencil sketch.

• How to create a full range of

tonal values in drawing.

• How to make hatching and cross

hatching in drawing

• Describe colour in art works.

• Know about basic colour theory.

• How to mix colours

• How to improve their painting skills.

• Describe form and pattern in art

works.

• Know about Robert and Sonia

Delaunay – life and work

• How to write about artist and

analyse their work.

• How to make structurally sound 3D

letters

• How to create patterns in the style

of Delaunay’s.

Assessment

(How will students

show their learning?)

Formative: WWW and EBI feedback on student

tasks; one on one feedback and group critiques.

Summative: Quiz on properties of line.

Formative: WWW and EBI feedback on

student tasks; one on one feedback and

group critiques.

Summative: Drawing with elements and

principles test.

Formative: WWW and EBI feedback on

student tasks; one on one feedback and

group critiques.

Summative: completed drawing.

Formative: WWW and EBI feedback on

student tasks; one on one feedback and

group critiques.

Summative: Painting test.

Formative: WWW and EBI feedback on

student tasks; one on one feedback and

group critiques.

Summative: Assessment of finished

letterform.

Year 7 DRAMA (Physicality and Voice)

Term 1 Term 2/3 Term 3

Weeks 1-6 Weeks 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/ Units of

Work

What is Drama?

- Introduction to the subject and

overview of the year

- Create mind map of transferable

skills (in groups)

- Weekly sessions covering skills:

coordination, communication,

storytelling, creativity, expression,

unity, spatial awareness.

Performance: Rock Island

- Unit Introduction

- Diction/ articulation

- Supporting the voice

- Learn, stage, and perform

“Rock Island” from Music

Man.

Physical Theatre

5-6 weeks

- Forcing It

- Movement to Sounds

- Tableaux

- Finding Connection

- Size of the bubble

- Sequenced

performance.

Greek Chorus

- Introduction to Improvisation

- Character Development

- Dialogue and Storytelling

- Physicality and Movement

- Emotion and Expression

Improvisation and

Theatre Sports

- Introduction to the concept

of Theatre Sports

- View examples.

- Simplified improvisation

games

Skills

(What will students be

able to do?)

Understand the value of drama in

education

Explore the key transferrable skills.

Develop rehearsal “rules” and structure,

Develop strong

Vocal technique (support,

articulation, breath control.)

Explore of text and character

Develop creative and highly

expressive physical movements

that represent character and

emotion.

Research Ancient Greek gods and

myths

Define tableaux skills

Work as a Greek chorus to deliver

compelling text.

Build creative impulses allowing

for interesting improvisation

towards characters and situations

Assessment

(How will students

show their learning?)

Formative:

Classroom observation

Summative:

Reflective questionnaire on progress

and understanding

Formative:

Modern Major General recital.

Summative:

Group Performance

Reflection

Formative:

Classroom discussion.

Summative:

Group Sequence

Group Reflection.

Formative:

Greek Theatre Presentation

(research)

Summative:

Group performance.

Summative:

Theatre Sports Class Competition,

feedback.

EOY Reflection

Year 7 MUSIC

Term 1 Term 2 Term 3

Week 1-10 Week 11-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students

know?)

1. Just Play Guitar (Beginner

Guitar Course)

• Read chord box diagrams.

• Read guitar TAB

• Role of the guitar in pop and

rock music

• Constructions of chords

• The Roman Numeral System.

• Identifying the Music elements

• ABRSM Theory Grade 2

2. Find Your Voice

• Warming up your voice

stretches your vocal cords

and helps clear your throat.

• developing your breath

control and for creating a

balanced tone.

• Explore vocals by building a

whole class mash up based

on the four-chord pattern I,

V, VI, IV (we suggest using

F, C, Dm, Bb

• Learn about vocal

percussion (or beatboxing).

• ABRSM Theory Grade 2

3. Keyboard 101

• Understand how the classroom

keyboard is used and played •

• Practicing pieces of keyboard music

to build skills and understanding of

reading music and playing an

instrument using correct posture,

fingering and accuracy of pitch and

rhythm

• Understand the importance of

“warming-up” before playing a

keyboard or piano and the concept

of piano fingering (1-5)

• Explore different keyboard

instruments from different times and

places.

• ABRSM Theory Grade 2

4. Just Play Keyboards (Playing

Keyboards in a band)

• Construction of chords on the keyboard

• Understanding the role of a keyboard

player in a band.

• Demonstrate the understanding of style

when performing a range of popular

music.

• ABRSM Theory Grade 2

5. Rock Band

• History of Rock and Pop 1960 – 2000,

including trends British Invasion, Punk,

Classic Rock, Britpop, Grunge.

• Be able identify the musical elements in

a range of rock music.

• Discuss in detail the use of musical

devices such as riffs and hooks in rock

music.

• Discuss the vocal themes which rock

bands sing about.

• Identify and explore the extent music

needs repetition.

• Understand the definition of Hooks, Riffs

and Ostinatos.

• Know the effect of repeated musical

patterns in a piece of music have on the

listener?

• ABRSM Theory Grade 2

Skills

(What will

students be able

to do?)

• Hold the guitar with current

posture.

• Play open chords (Emin, Gmaj,

Cmaj, Dmaj, Amin) with correct

fingering.

• Be able to perform a range of

rock and pop rhythms through

the development of strumming

technique.

• Be able to change chord

positions between chords.

• Perform a range of pop and

rock songs using standard

chord progressions.

• Sing simple pop and rock songs

in tune and with a sense of pitch

and rhythm.

• to be able to add a vocal

percussion riff (or

beatboxing) to add to your 4

chord mash up

• Create a soundscape using

vocal sounds

• Explore the Blocs Wave App

through creative

composition

• Using the Loopify app

students recreate the

instrumental parts of a song

using nothing but their

voice.

• Perform 1-2 songs from Sing

Up.

• Navigate basic functions around a

keyboard e.g. mains power, on/off

switch, connecting headphones and

splitters, keyboard hygiene etc.

• Play simple warm-ups, scales and

melodies which has the pitch or note

names written on the music.

• Understand the concept of piano

fingering using the numbers 1-5. •

• Find and play “Middle C” on a

keyboard.

• Use supporting keyboard functions

such as “Single Finger Chords”

when performing left hand parts.

• Learn chords Am, F, C, G, D

• Perform 2 chord jamto

• Practise changing between Am andF

• Perform ‘Blues’ style 3 chord jamto

practise changing between Am, F and C

• Perform ‘Funk’ style 3 chord jamto

practise changing between Am, C and F

• Perform 4 chord jamto practise

changing between

chords Am, C, G and F

• Perform ‘Jazz’ style 2 chord jam to

practise changing between B7 and Em

• Perform ‘Rock’ style 3 chord jam to

practise changing between Em, C and D

• Perform 3 chord jamto practise

changing between Am, Em and D

• Perform ‘Wonderwall’ by Oasis

• Key ensemble skills, playing in a small

group, maintaining a part and playing

with expression and understanding of

style.

• Reflect upon their learning, make

refinements to their performances.

• Make critical judgements and

contributions during rehearsals.

• perform a range of rock music in small

groups and as a class.

Assessment

(How

will students

show their

learning?)

Formative: Observation,

Peer Assessment, Class

performance, portfolio, verbal

feedback.

Summative: Unplugged Project.

Formative: Observation,

Peer Assessment, Class

performance, portfolio, verbal

feedback.

Summative: Reconstruing

Voice arrangements.

Formative: Observation, Peer

Assessment, Class performance,

portfolio

Summative: Solo Piano

Performance portfolio

Formative: Observation, Peer

Assessment, Class performance, portfolio,

verbal feedback.

Summative: Keyboard Orchestra

performance

Formative: Observation, Peer

Assessment, Class performance, portfolio,

verbal feedback.

Summative: Rock Performance

Showcase

Year 7 MUSIC

Year 7 PE

Term 1 Term 2 Term 3

Week 1-8

Swimming

Week 9-14

Gymnastics

Week 15-23

Athletics

Week 24-29

Fitness

Week 30-37

Net/ Wall Games

Knowledge/ Units of

Work

(What will students

know?)

• Water confidence and

baseline testing.

• Freestyle technique

focus

• Breaststroke technique

focus

• Backstroke technique

focus

• Butterfly technique focus

• Races / Competition

rules.

• Locomotion partner work.

• Transference of weight.

• Balance – individual / partner.

• Balance – partner & group

work.

• Balance – group balance

development.

• Balance assessment.

• Sprinting events

• Middle distance running and pacing

techniques.

• Shot Putt

• Discus

• Javelin

• Long Jump

• Triple Jump

• High Jump

• Relay events and baton change

overs.

• Investigate heart rate incremental

increase with intensity and basic step

test.

• Health related fitness testing and

components.

• Skill related fitness testing and

components.

• Sport related selective fitness

components.

• Sport specific fitness testing

components and tests.

• Grip and ready position – wipe and

push.

• Underarm clear technique.

• Overhead clear technique

• Drop shot focus

• Service: Singles and doubles match

play.

• Outwitting an opponent: Single and

doubles match play and tournament.

Skills

(What will students be

able to do?)

• In this unit, pupils will

gain the opportunity to

develop their technique

in 4 strokes.

• Students will work on

technique to help them

become more effective

swimmers.

• Students will gain an

understanding of correct

technique and why it is

important. In addition to

swimming technique.

• In this unit pupils will

demonstrate skills and abilities

individually and in combination.

• Pupils will incorporate control,

precision and aesthetics into

sequences showing creativity.

Student will evaluate and

assess movements to improve

sequences.

• In this unit pupils will accurately

replicate running, jumping and

throwing skills for events in order to

improve performances.

• Will explore variations in technique

and use the information to become

more technically proficient.

• Pupils will engage in performing

and improving personal bests in

relation to speed, height and

distances.

• In this unit pupils will learn the health

and skill related fitness components

include within physical activities, whilst

experimenting with their associated

fitness tests.

• Pupils will gain an understanding of

warm-ups, cool downs and health

importance through physical tasks.

• To reflect on the benefits that fitness

events give to an individual and

implications for future life.

• In this unit pupils will focus on how to

use basic principles of attack and

defense to plan strategies and tactics

for badminton.

• Pupils will replicate the core skills

necessary to outwit opponents with

increasing pressure.

• To develop physical literacy pupils

should begin to accurately score and

officiate mini badminton games.

Assessment

(How will students show

their learning?)

Formative:

• Feedback on stroke

technique and

proficiency.

Summative:

• Positions and times over

distance swims across

different strokes.

Teacher Observation:

• Observation of stroke

technique replication,

correct breathing

techniques and clear and

effective push and glide.

• Competency in diving,

turning, and finishing.

Formative

• Teacher feedback on technique,

body position and posture.

• Peer assessment and student

coaching opportunities within

pairs / groups.

Summative

• Grading of routine and

sequences devised in both

individual and partner / group

tasks.

Teacher Observation

• Ability to control precise

individual and partner balances

to form a sequence.

Formative

• Feedback on replication of core

skills used for running throwing and

jumping.

• Development of physical literacy

(coordination and body

management skills).

• Show an understanding of

warmups and specific athletics

events.

Summative

• Developing personal bests and

setting new targets in events.

Teacher observation

• Correct technical model replicated

when performing track & field

events.

Formative

• Feedback on technique, execution and

pacing relating to the specific tests

being performed.

• Self-assessment opportunities of

performance during and after tests

conducted.

Summative

• Test scores against national averages

for a range of fitness tests.

Teacher Observation

• Display of effort within a variety of

tests.

Formative

• Feedback on technical execution of core

skills such as forehand / backhand

clear, serve and drop shots.

• Developing an understanding of

warmups and basic game rules.

Summative

• Ability to outwit opponents in a

competitive game situation.

• Success and outcome during match

play.

Teacher Observation

• Correct technical model replicated for a

variety of shots.

• Anticipation and coordination skills

through physical literacy.

Week 1-8

Football

Week 9-14

Touch Rugby

Week 15-23

Volleyball

Week 24-29

Basketball

Week 30-37

Striking & Fielding

Knowledge/ Units

of Work

(What will students

know?)

• Technical ball manipulation.

• Tactical awareness.

• Physical components of football.

• Positional awareness and specificity.

• Small sided games.

• Competitive match

play and house competition.

• Passing

• Receiving and catching.

• Outwitting an opponent

• Attacking

and defending strategies.

• Rules and match play.

• House competition.

• Basic volley, set skill development.

• Dig introduction and linking skills.

• Underarm serving focus and linking

skills.

• 3 touch tactical

and positional development.

• Shot selection and outwitting

an opponent.

• Linking skills through game

based scenarios.

• Ball familiarization and control.

• Dribbling and pivoting.

• Passing and moving into space.

• Shooting technique and set shot.

• Shooting technique and lay up.

• Application of skills within a game

based scenario.

• Glove familiarization and correct

catching technique.

• Introduction to batting stance and

grip.

• Basic in game strategies and tactics.

• Fielding skills and techniques.

• Bowling / pitching focus.

• Assessment

and game based application of

skills covered.

Skills

(What will students

be able to do?)

• In this unit pupils focus on how to use

basic principles of attack and defense

to plan strategy and tactics.

• They work on improving the quality of

their core skills

using various techniques.

• In all game’s activities, pupils think

about how to use skills, strategies

and tactics to outwit their opposition.

• In this unit pupils will focus

on improving and applying

basic core skills for tag/touch

rugby.

• In all games activities, pupils will

think about how to use

core skills, strategies and tactics

to outwit the opposition.

• Individuals will learn to

make informed decisions

during small sided games and

plan attacking principles.

To develop

physical literacy/body movement

competence.

• In this unit pupils will focus on how to

use basic principles of attack

and defence to plan strategy

and tactics for volleyball.

• They work on improving

and developing techniques as well

as implementing and refining strategic

play to outwit opponents.

• In net games, it is the player aim to get

the ball to land in the target area so

that the opponent cannot return it.

• Pupil should begin to accurately score

and officiate volleyball games.

• In this unit pupils will build on the

fundamental skills required to

perform at maximum levels in small

sided games.

• Development of the basic principles of

attack and defence in basketball.

In all games activities, pupils are

encouraged to think about how to use

core skills, strategies and tactics to

outwit the opposition.

• In this unit pupils will replicate and

improve core skills in

batting/hitting, bowling/pitching

and fielding.

• Pupils will work on improving the

quality of replication with the intention

of outwitting opponents.

• In striking and fielding games, players

achieve this by striking the ball

so that fielders are deceived/avoided

and running between wickets/bases

to score runs.

• Pupil should develop physical

literacy/body movement

competence and begin to

accurately score games.

Assessment

(How will students

show their

learning?)

Formative

• Technical component feedback regar

ding touch, timing, ball control

and passing.

• Opportunities to analyze

and implement strategies to outwit

opponents during attack / defense.

Summative

• Performance and application

within game scenarios and match

play.

Teacher Observation

• Correct technique and effectiveness.

Formative

• Feedback on technique

relating to passing, receiving,

and catching.

• Ability for students

to implement tactics.

Summative

• Performance, application of skills

and effectiveness during

match play

Teacher Observation

• Correct technical model

used throughout skills and

match scenarios.

Formative

• Technique feedback on ability to dig,

set and volley in both open and closed

environments.

Summative

• Performance, application of skills

and effectiveness when linking skills

together in basic game scenarios.

Teacher Observation

• Demonstration of correct technique

when applying and linking a variety of

shots.

Formative

• Technical feedback in reference to ball

handling, dribbling, pivoting,

and shooting technique.

• Ability to analyze and implement basic

attack / defense principals.

Summative

• Effectiveness in applying the learnt

skills during game-based scenarios.

Teacher Observation

• Modelling of the correct technique

when performing and applying skills in

both open and closed situations.

Formative

• Feedback on ability to send and

receive effectively using the glove.

• Basic stance and grip competency.

Summative

• Effectiveness and impact in applying

the learnt skills during gamebased scenarios.

Teacher Observation

• Technical correct application of both

fielding and batting skills learnt

in both open and closed scenarios.

Year 7 PE

Year 7 MFL (Modern Foreign Language) - FRENCH

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

1. All about me

• Greetings, , introduce

themselves and express how

they feel.

• Number 1-15 to give their age

• Numbers 15-31 & months to say

when their birthday is.

• Classroom objects.

2. Family and friends

• Family members

• Pets

2. Family and friends

• Describing yourself

and someone else.

• Appearance &

character

• eyes & hair

3. At home

• Where you live

• Describing your home &

bedroom

• Evening activities

• Time

4. My day

• Morning activities

• School subjects

• Expressing opinions and reasons

• Timetable

• Afterschool activities

• Describing teachers

Skills

(What will

students be able

to do?)

• Pronouns je & tu.

• Un/une indefinite article.

• Numbers 1-20, avoir

• le/la definite article.

• Adjectival agreements

• Avoir

• Possessive adjectives

mon/ma/mes

• Plurals

• Singular agreements

• Plural adjectival

agreements

• Adjectival position

and agreement

• Pronunciation

• Present tense

verbs habiter

• Il y a and ˆser

• Writing with increased

independence

• Prepositions

• Pronoun on

• Pronoun ils/elles

• Reflexive verbs

• Pronoun nous

• Intensifiers &connectives

• Longer texts

• Verb faire

• Near future tense

Assessment

(How will

students show

their learning?)

Formative: Retrieval practice quizzes

throughout.

Summative:

Regular “language chunks” tests.

Reading and writing assessment in

class.

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks”

tests.

Formative: Retrieval

practice quizzes

throughout.

Summative:

Regular “language chunks”

tests. Individual speaking

assessment conducted in

classtime.

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks”

tests.

Listening assessment in class.

Formative: Retrieval practice quizzes

throughout.

Summative:

End of Year assessment in class.

Year 7 MFL (Modern Foreign Language) - SPANISH

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

1. All about me

• Greetings, , introduce themselves

and express how they feel.

• Number 1-15 to give their age

• Numbers 15-31 & months to say

when their birthday is.

• Saying where they live.

• What’s in your backpack and

classroom objects.

2. School Life

• School subjects

• What they do in

lessons

• Describing teachers

• Expressing opionions

and reasons about

school subjects.

• Snack vocabulary.

3. Family Life

• Pets

• Appearance & character

• eyes & hair

4. Family

relationships

• Family members

• Describing

someone else.

5. Home Life

• Countries

• Describing your home

• Describing your bedroom

• Daily routine

Skills

(What will

students be able

to do?)

• Adjectival endings

• Key verbs in present tense 1st

and 2nd persons singular

• Spontaneous talk

• Alphabet and letter sounds

• Writing simple sentences using

models

• Simple connectives

• Asking simple questions

• Simple opinions

• 1 st person of present

tense of regular –ar

verbs (topic related)

• Adjectival position and

agreement

• Pronunciation

• Opinions with infinitive

• Asking simple

questions

• Counting to 100

• Possessive adjectives

• Adjectival position and

agreement

• Pronunciation

• Hay in present tense

• Present tense

verbs tener and

ˆser

• Writing with

increased

independence

• 1 st and 3rd person singular and plural

of present tense of Vivir

• Using Estar with locations

• High frequency prepositions

• Stem changing verbs

• Reflexive verbs

• Pronunciation

• Hay in present tense

• Near future tense

Assessment

(How will

students show

their learning?)

Formative: Retrieval practice quizzes

throughout.

Summative:

Regular “language chunks” tests.

Reading and writing assessment in

class.

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks”

tests.

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks” tests.

Individual speaking assessment

conducted in class time.

Formative: Retrieval

practice quizzes

throughout.

Summative:

Regular “language

chunks” tests.

Listening assessment in

class.

Formative: Retrieval practice quizzes

throughout.

Summative:

End of Year assessment in class.

Year 7 CAL (Chinese as an Additional Language)

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

1. Family and relatives

• Review learnt vocabulary about

family and relatives

• Understand the meaning of the new

vocabulary about family and

relatives

• Read the vocabulary accurately

• Write the targeted words with correct

strokes orders

• Write the targeted vocabulary from

memory

• Understand and use of the grammar:

有的…，有的…, 还有的…; 跟…见

面；快要…了; 我觉得…

• Understand the relevant Chinese

culture and society

2&3. Appearance; Personality, and moods

• Review learnt vocabulary about

appearance, personality and moods

• Understand the meaning of the new

vocabulary about appearance,

personality and moods

• Read the vocabulary accurately

• Write the targeted words with correct

strokes orders

• Write the targeted vocabulary from

memory

• Understand and use of the

grammar: 只有…才；跟…一样；从

小就…；因为…;

• Understand the relevant Chinese

culture and society

4.Daily activities

• Review learnt vocabulary about

daily activities

• Understand the meaning of the

new vocabulary about daily

activities

• Read the vocabulary accurately

• Write the targeted words with

correct strokes orders

• Write the targeted vocabulary

from memory

• Understand and use of the

grammar: Complement of result;

frequency words; 一会儿；如果

…; express duration of time of an

action

• Understand the relevant Chinese

culture and society

5&6. Food; Eating out

• Review learnt vocabulary about

food and eating out

• Understand the meaning of the

new vocabulary about food and

eating out

• Read the vocabulary accurately

• Write the targeted words with

correct strokes orders

• Write the targeted vocabulary

from memory

• Understand and use of the

grammar: comparison; 但是/可是

…; 有时候…有时候…;…的时候;

以…为主；在…上

• Understand the relevant

Chinese culture and society

7&8. Rooms and furniture; Household chores

• Review learnt vocabulary about

rooms, furniture and household

chores

• Understand the meaning of the new

vocabulary about the topics

• Read the vocabulary accurately

• Write the targeted words with correct

strokes orders

• Write the targeted vocabulary from

memory

• Understand and use of the grammar:

past tense and future tense; locations;

complement of result and complement

of direction

• Understand the relevant Chinese

culture and society

Skills

(What will

students be able

to do?)

• Listen to texts/dialogues with length

about family and relatives and find

out gist and details

• Read texts/dialogues with length

about family and relatives and extract

information with accuracy

• Talk about t family and relatives with

required information and a range of

structures

• Write essays with length about family

and relatives following given tasks,

including expressing opinions

• Listen to texts/dialogues with length

about appearance, personality and

moods and find out gist and details

• Read texts/dialogues with length

about appearance, personality and

moods and extract information with

accuracy

• Talk about appearance, personality

and moods with required information

and a range of structures

• Write essays with length about

appearance, personality and moods

following given tasks, including

giving explanations

• Listen to texts/dialogues with

length about daily activities and

find out gist and details

• Read texts/dialogues with length

about daily activities and extract

information with accuracy

• Talk about daily activities with

required information and a range

of structures

• Write essays with length about

daily activities following given

tasks, including expressing

opinions and explanations

• Listen to texts/dialogues with

length about food and eating out

and find out gist and details

• Read texts/dialogues with length

about food and eating out and

extract information with

accuracy

• Talk about food and eating out

with required information and a

range of structures

• Write essays with length about

food and eating out following

given tasks, including giving

opinions and explanations

• Listen to texts/dialogues with length

about rooms, furniture and household

chores and find out gist and details

• Read texts/dialogues with length

about rooms, furniture and household

chores and extract information with

accuracy

• Talk about rooms, furniture and

household chores with required

information and a range of structures

• Write essays with length about rooms,

furniture and household chores

following given tasks, including giving

opinions and explanations

Assessment

(How will students

show their

learning?)

• Regular dictations

• Listening exercise

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Quizlet quizzes

• Regular dictations

• Listening exercise

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Module test

• Regular dictations

• Listening exercise

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Quizlet quizzes

• Regular dictations

• Listening exercise

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Module test

• Regular dictations

• Listening exercise

• Role play/oral presentation

• Worksheets

• Essay writing practice

• End of year assessment

Year 7 CFL1 (Chinese as a First Language)

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

1. The First Day of Secondary

• The usage of 12 new words and

idioms under this topic. And the

way to write those new words and

idioms.

• How to read the text quickly and

guess the main idea by using the

skimming reading method.

• How to read, analyze and pick out

the key information from the

writing instruction.

• The usage of different tones and

speed in sentences to express

different emotions.

2. The Test of Friendship &

Smiley Symbol

• The usage of 22new

words and idioms under

this topic. And the way to

write those new words

and idioms.

• How to use the skimming

reading method to read

for a longer piece of text.

• How to use correct tones

express their opinions.

• How to write an essay

about an unforgettable

lesson.

3. Adventure in the Mountains

• The usage of 13 new words

and idioms under this topic.

And the way to write those

new words and idioms.

• The way to find the clues

from the reading text and

catch the main ideas.

• The process of building up

a good conception.

• Key words in daily

conversations can indicate

people’s main intentions.

4. What Happened to the

Brazilian Turtle & Dream in

the Music of the Harp

• The usage of 20 new words

and idioms under this topic.

And the way to write those

new words and idioms.

• A famous Chinese author

Lin Qingxuan, and his

writings.

• How to find the clues from a

loner reading text and catch

the main idea.

• How to make an outline

before they start to write.

• How to share their points of

view and intention

according to the situation

and key words.

5. Mother and Daughter &

Grandfather·Black

Garden·Me

• The usage of 24 new words

and idioms under this topic.

And the way to write those

new words and idioms.

• Know about the portrait

description and action

description.

• Know about the narrative

and the use of lyrical

technique in the narrative.

• How to analyze the author’s

feeling behind the

description.

• How to talk about their

feelings and share their

opinions toward the news.

• The skill of adding the

description of five-sense

perception to enrich the

writing.

Year 7 CFL1 (Chinese as a First Language)

Skills

(What will

students be

able to do?)

• Write 12 new words and use them

to make sentences.

• Read quickly and guess the main

idea of the text by using skimming

reading method.

• Read, analyze, and pick out the

key information from the writing

instruction.

• Express different meanings with

the different tones and speed.

• Write 22 new words and

use them to make

sentences.

• Develop their skill to read

quickly and get the main

idea of a longer text by

using skimming reading

method.

• Use correct tones and

speed to talk about their

lessons, new teachers,

and new classmates in

Secondary.

• Write an essay about an

unforgettable lesson.

• Write 13 new words and

use them to make

sentences.

• Find the clues from the

reading text and catch the

main ideas.

• Make a good conception for

their writing.

• To hear the key words in

daily conversations and

understand people’s main

intentions.

• Write 20 new words and

use them to make

sentences.

• Develop their skill to find the

clues from a longer reading

text and catch the main

idea.

• Make an outline before they

start to write.

• Share their points of view

and intention according to

the situation and key

words.

• Write 24 new words and

use them to make

sentences.

• Can identify the portrait

description and action

description.

• Can analyze the author’s

feeling behind the

description.

• Can talk about their feelings

and share their opinions

toward the news.

• Can write some portrait

description and action

description to highlight the

personality of the

character.

Assessment

(How will

students show

their learning?)

• Spelling tests

• Role play activities

• Reading activities

• Writing activities

• Module test

• Spelling tests

• Presentation

• Reading and writing

activities

• Module test

• Spelling tests

• Listening activities

• Reading and writing

activities

• Module test

• Spelling tests

• Reading and writing

activities

• Role play activities

• Module test

• Spelling tests

• Reading and writing

activities

• Presentation

• End of Year Exam

Year 7 CFL2 (Chinese as a First Language)

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

单元一 成长纪事

《表哥驾到》 《伤仲永》

• 掌握读写的生字词，并且灵活运

用

• 理解课文内容，学习人物描写方

法

• 积累文言文基础词汇

• 结合生活经验，体会童年学习的

重要性

单元二 探索科学

《宇宙里有什么》

《梦溪笔谈两则》

• 掌握生字词，并能灵活运用

• 认识不同不同的说明方法并了

解其定义及艺术效果

• 积累文言文基础词汇

• 培养学生探索科学的热情

3 地方文化与风俗世情

《老北京的小胡同》

《水乡茶居》

• 掌握生字词，并能灵活运用

• 了解民俗文化和地域特色的意义

• 了解中国的各个地域特色和民俗

文化,探究文化多样性。

• 培养学生对民俗文化的兴趣和热

爱

4 人生哲理

《真理诞生于一百个问号之后》

《习惯说》

• 掌握生字词，并能灵活运用

• 认识举例论证、对比论证等论证

方法的定义及其艺术效果

• 培养良好的学习习惯，树立正确

的人生观、价值观和世界观

5 名人事迹

《说和做》 《一面》

6 古诗词 & 寓言

《古代诗歌四首》

《古代寓言二则》

• 掌握生字词，并能灵活运用

• 理解课文内容，学习人物描写

方法

• 在诗歌朗读中展开想象，感知

其主要内容

• 体会诗歌中借景抒情、动静结

合等写作手法的特点

• 了解相关寓言知识，积累文言

基础词汇，理解寓意

Skills

(What will

students be able

to do?)

语言技能：

听力和口语： 能够听懂和描述个人的成

长经历，参与对话，表达想法和感受。

阅读和写作： 能够阅读长篇记叙文和简

单的文言文，写一些关于自己成长经历

的短文。

文化认知：了解中文文化中成长和家庭

的重要性。探讨中西方文化在成长观念

上的差异。

语言技能：

听力和口语：能够听懂和描述与科学

相关的话题，参与讨论，表达自己的

观点。

阅读和写作：能够阅读简单的科学文

章以及简单的关于科学的文言文。

交流技能：能够用中文简洁地解释一

些基本的科学概念；能够与同学讨论

科学问题，提出问题并回答问题。

文化认知：了解中国古代科学成就

语言技能：

听力和口语：能够听懂和描述关于地方

文化、节日和习俗的话题，参与讨论，

表达自己的观点。

阅读和写作：能够阅读有关地方文化的

文章以及写景类文章。

交流技能：能够用中文描述不同国家或

地区的文化习俗，包括节日庆典、传统

食物等；能够与同学讨论文化差异，分

享自己的跨文化经验。

文化认知：了解中国不同地区的主要节

日、习俗和传统。

语言技能：

听力和口语：能够参与辩论，表达自己

的看法。

阅读和写作：能够阅读议论文和进行议

论文写作。

交流技能：能够与同学讨论关于人生的

哲学问题，分享自己的思考和见解；能

够用中文表达自己的人生观、价值观和

对道德问题的看法。文化认知：了解中

国古代哲学思想，如儒家、道家、佛家

等；探讨不同文化中的人生观和价值观

的差异，培养尊重多元性的意识。

语言技能：

听力和口语：能够讲述自己知道的名

人事迹、寓言故事；能够正确有感情

地朗诵古诗词。

阅读和写作：能够阅读和理解古诗词

和简单的古代寓言故事。

文化认知：了解中国古今名人的事迹，

如孔子、李白等；探讨古诗词和寓言

在中国文化中的重要性和影响。

创造力和表达：鼓励学生用创造性的

方式表达他们对名人、古诗和寓言的

理解。

Assessment

(How will

students show

their learning?)

• 听写重点字词

• QUIZLET练习与测试

• 课堂练习

• 单元测试

• 运用人物描写方法，完成记叙文

写作

• 听写重点字词

• QUIZLET练习与测试

• 课堂练习

• 单元测试

• 听写重点字词

• QUIZLET练习与测试

• 课堂练习

• 单元测试

• 运用景物描写方法，完成写景作

文

• 听写重点字词

• QUIZLET练习与测试

• 课堂练习

• 单元测试

• 运用多种论证方法，完成议论文

写作

• 听写重点字词

• QUIZLET练习与测试

• 课堂练习

• 单元测试

• 口头分享名人事迹。

Year 7 EAL (English as an Additional Language)

Term 1 Term 2

Week 1-6 (Unit 1- People) Week 7-16 (unit 2- Seasons) Week 1-5 (Unit 3- Lifestyle) Week 6-11 (Unit 4- Places)

Knowledge/

Units of Work

(What will

students know?)

Listening 1

Introduction

s

Listening 2

Presentations about

famous people

Speaking

Choosing information for an ideas map

Writing

Collect information

Listening 1

A talk about

different seasons

Listening 2

Presentations about

Landscapes

Speaking

Using visuals in a talk

Writing

Categorize information

Listening 1

Conversations about

different lifestyles

Listening 2

An interview

Speaking

Understanding surveys

Writing

Choose relevant information

Listening 1

A presentation about

a new smartphone app

Listening 2

Following directions

Speaking

Interpreting maps and directions

Writing

Classify topics and key words

Skills

(What will

students be able

to do?)

Key listening skills

Understanding key vocabulary

Using your knowledge

Listening for main ideas

Listening for detail

Synthesizing

Pronunciation for listening

Syllable stress

Speaking skills

Introducing and starting a talk

Writing skills

Writing simple sentences:

• subject + verb

• capital letters

• full stops

Key listening skills

Predicting content using visuals

Understanding key vocabulary

Using your knowledge

Listening for main ideas

Listening for detail

Synthesizing

Pronunciation for listening

Sentence stress

Speaking skills

Giving a talk

Describing visuals

Writing skills

Punctuation:

• capital letters

• commas

Word order: subject–verb–adjective

Key listening skills

Listening for main ideas

Using your knowledge

Understanding key vocabulary

Listening for detail

Synthesizing

Pronunciation for listening

Intonation in questions

Speaking skills

Prepositions of time

Writing skills

Main ideas and details

Key listening skills

Listening for detail

Understanding key vocabulary

Using your knowledge

Listening for main ideas

Synthesizing

Pronunciation for listening

Stress in directions

Speaking skills

Giving directions

Asking for directions

Writing skills

Capital letters and spelling

Paragraph structure: topic sentences

Assessment

(How will

students show

their learning?)

Speaking: Tell your group about a famous person

from

your country.

Writing: Write a profile of your family.

Speaking: Describe photos of a place

you want to visit.

Writing: Write about the weather in your

city or town.

Speaking: Interview students for a survey.

Writing: Write about the life of a student in your

class.

Speaking: Ask for and give directions in a university

town.

Writing: Write facts about your country.

Year 7 EAL (English as an Additional Language)

Term 3

Week 1-6 (Unit 5- Jobs) Week 7-16 (Unit 6- Homes and Buildings) Week 7-16 (Unit 7- Food and Culture) Week 7-16 (Unit 8- Transport)

Knowledge/ Units

of Work

(What will

students know?)

Listening 1

A formal conversation

asking for advice

Listening 2

A discussion about

job applicants

Speaking

Identifying criteria

Writing

Analyze and evaluate opinions

Listening 1

A radio interview

about restaurants

Listening 2

A discussion about

Buildings

Speaking

Evaluating an idea

Writing

Analyze data

Listening 1

A classroom discussion about food culture

Listening 2

A student presentation on food culture and changing

habits

Speaking

Understanding pie charts

Writing

Generate ideas

Listening 1

A talk about the London Underground

Listening 2

Two student presentations about traffic

problems

Speaking

Synthesizing and organizing information

for a talk

Writing

Analyze data

Skills

(What will

students be able

to do?)

Key listening skills

Using your knowledge to

predict content

Listening for opinion

Understanding key vocabulary

Using your knowledge

Listening for main ideas

Listening for detail

Synthesizing

Pronunciation for listening

Weak form have to / should

Speaking skills

Comparing

Asking for and giving opinions and reasons

Writing skills

Joining sentences with and:

• simple sentences

• compound sentence

Key listening skills

Listening for reasons

Using your knowledge

Understanding key vocabulary

Listening for main ideas

Listening for detail

Synthesizing

Pronunciation for listening

Linking words

Speaking skills

Reasons, opinions and agreement

• Giving reasons

• Giving an opinion

• Asking for an opinion

• Agreeing and disagreeing

Writing skills

Spelling: double consonants

Compound sentences with but

Supporting sentences and details

Key listening skills

Listening for numbers

Using your knowledge

Understanding key vocabulary

Listening for main ideas

Listening for detail

Predicting content using visuals

Synthesizing

Pronunciation for listening

Numbers with -teen and -ty

Speaking skills

Introducing a report

Talking about surveys

Writing skills

Concluding sentences

Error correction

Key listening skills

Listening for definitions

Synthesizing information

Understanding key vocabulary

Using your knowledge

Predicting content using visuals

Listening for main ideas

Listening for detail

Taking notes

Synthesizing

Pronunciation for listening

Pronouncing years

Speaking skills

Describing a topic

Describing a problem

Describing a solution

Describing results

Writing skills

Giving reasons with because and results with so

Assessment

(How will

students show

their learning?)

Speaking: Choose a person for a job.

Writing: Write an email about a job.

Speaking: Discuss ideas for a new café.

Writing: Write a comparison of two buildings.

Speaking: Report the results of a survey.

Writing: Write about a popular food in your country.

Speaking: Describe a transport problem, a solution and a result.

Writing: Write a paragraph explaining the results of a survey about

transport.

Year 8

Curriculum

Year 8 ENGLISH

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/ Units

of Work

(What will students

know?)

Poetry – poems about identity

and culture – universal

citizenship

• Growing an appreciation

for a variety of poems

relevant to the theme

• Learning how to

approach an unseen

poem – strategies for

interpretation

• How we can recognize

theme, tone, imagery,

language devices and

structure

• The power of annotation

– note taking for

understanding

• Learning to analyse a

poem and using PEZAL

to structure analytical

paragraphs

• Beginning to compare

poems

• Writing our own poems

about our identity and

culture as global citizens

The Novel

• ‘Trash’ – Andy Mulligan

• To develop an

understanding of the

novel’s cultural context

• To examine the writer’s

motivation for writing the

novel.

• What is characterisation

and how are key

characters presented in

the novel – beginning to

analyse using PEZAL

• Writing empathetically in

the voice of a character

• Key focus – how tension

is created through the

writer’s craft

• Golden Harkness –

practicing excellent

discussion using focused

questions

• Examining themes of

power and corruption in

the text

• How is tension created

through the writer’s

craft?

Travel Writing

• What makes an excellent

piece of descriptive travel

writing?

• How do formal and informal

registers differ?

• What is a listicle and what

features are appropriate for

writing one?

• Introducing Purpose,

Audience, Form – the key

to unlocking a text

• Introducing persuasive

language devices

• Craft a listicle through

research, writing, drafting

and editing

• Design their ultimate

holiday brochure, using

persuasive language

features.

The Play text (Shakespeare)

• Introducing Shakespeare!

• Exploring the context of the

play

• The importance of staging –

stages past and present and

how they influence our

understanding of the play

• ‘Whoooooosh!’ - a dramatic

reading of the play

• Delving into charactersiation –

analysing a key character

• Staging a key scene

• Empathic writing – can we

empathise with a villainous

character?

• What is a soliloquy? Writing our

own internal conflict

monologues

• Exploring different

representations of characters

throughout history

• Dramatic performances of our

monologues

Review Writing – to write an album

review

• Assessment Week revision and

preparation

• What is the purpose of a

review?

• Identify PAF of a review

• What are the features of an

excellent spoken word review

and written review

• Comment on use of informative,

persuasive and descriptive

language

• Building a wide word bank of

descriptive language

• Can we write our own review of a

music performance using agreed

success criteria

• Building on this, can we write our

own album review – plan, write,

edit, draft and ultimately produce

a full album review

Year 8 ENGLISH

Skills

(What will students

be able to do?)

• Grow their appreciation

for the writer’s craft in

poetry

• Express their

understanding and

appreciate through use

of PEZAL structure.

• Successfully annotate

an unseen poem to

understand it

independently.

• Express their ideas

about culture and

identity in their own

writing of a poem

• Recognise various

poetic techniques and

language features

• Understand the

novel’s context

• Analyse the

characterisation of

key characters in the

novel

• Comment on the

creation of tension in

the text

• Plan, facilitate and

take part in a

structured discussion

• Analyse the

presentation of a

theme in the text

• Write empathically in

the voice of a

particular character

• Recognise and begin to use

persuasive language devices

• Use excellent figurative

language to write

descriptively

• Recongise formal and

informal register and begin to

be able to employ both in

their writing

• Begin to recognize the

purpose, audience and form

of a text

• Edit and draft their work for

assessment

• Design a brochure using both

descriptive and persuasive

language features

• Comment on staging and it’s

importance in the presentation

of a play

• Understand a little about

Shakespeare’s background and

context

• Build confidence in reading and

performing Shakespeare’s

words

• Write empathically from the

perspective of a character

• Write a monologue.

• Perform a monologue.

• Write about how they would

stage a scene using lighting,

props and music

• Analyse the presentation of a

character using PEZAL

• Recognize and identify the

features for an effective review

• Successfully write an album

review using informative,

descriptive and persuasive

language features

Assessment

(How will students

show their

learning?)

Reading PEE/ PEZAL analysis

(drafted)

Reading extract analysis

Writing

Open letter, or similar

Writing travel writing listicle

(drafted)

Writing travel brochure (drafted)

Reading Empathic writing –

monologue (timed)

Reading PEZAL (timed)

Speaking and Listening group

presentation on scene staging

Assessment Week

Reading and writing assessments

Year 8 MATHEMATICS

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of

Work

(What will

students

know?)

Unit 1: Number.

Unit 2: Equations and formulae.

Unit 3: Working with powers.

Unit 4: 2D shapes and 3D

solids.

Unit 5: Graphs.

Unit 6: Fractions, decimals, ratio and

proportion.

Unit 7: Probability.

Unit 8: Percentages and ratios.

Unit 9: Shapes and angles.

Unit 10: Charts and diagrams.

Unit 11: Straight line graphs and direct

proportion.

Unit 12: Circles.

Unit 13: Averages and data.

Skills

(What will

students be

able to do?)

Unit 1

Add, subtract, multiply and divide positive and

negative numbers.

Write the prime factor decomposition of a

number.

Use prime factor decomposition to find the

HCF or LCM of two numbers

Work out the laws of indices for positive

powers.

Show that any number to the power of zero is

1.

Use the laws of indices for multiplying and

dividing.

Carry out calculations involving powers, roots

and brackets following the priority of

operations.

Unit 2

Write and solve simple equations.

Solve problems using equations.

Write and solve two-step equations.

Write and solve equations that have brackets.

Write and solve equations with letters on both

sides.

Find numbers that satisfy an equation with two

unknowns.

Solve problems by writing and using formulae

Unit 3

Simplify expressions involving powers and

brackets.

Use the index laws in algebraic calculations

and expressions.

Simplify expressions with powers.

Understand the meaning of an identity.

Factorise an algebraic expression.

Write and simplify expressions involving

brackets and powers.

Factorise an algebraic expression.

Write and simplify expressions involving

brackets and powers.

Factorise an algebraic expression.

Unit 4

Derive and use the formula for the

area of a triangle and a parallelogram.

Know and use the formula for the area

of a trapezium.

Calculate the area of compound

shapes made from rectangles and

triangles.

Identify nets of different 3D solids.

Know the properties of 3D solids.

Calculate the surface area of cubes

and cuboids.

Sketch nets of 3D solids.

Calculate the surface area of prisms.

Calculate the volume of a cube or a

cuboid.

Convert between cm3

, ml and litres.

Convert between metric measures for

area and volume.

Calculate the volume of right prisms.

Use 2D representations of 3D solids.

Solve problems involving area, surface

area and volume.

Solve problems in everyday contexts

involving measure.

Unit 5

Recognise when values are in direct

proportion.

Plot graphs and read values to solve

problems.

Interpret graphs from different

sources.

Understand financial graphs.

Draw and interpret distance–time

graphs.

Use distance–time graphs to solve

problems.

Interpret graphs that are curved.

Interpret real-life graphs.

Understand when graphs are

misleading.

Unit 6

Round to decimal places.

Multiply and divide any number by 0.1, 0.01

and 0.001.

Multiply decimals using a written method.

Divide by decimals.

Convert fractions to decimals by dividing the

numerator by the denominator.

Recognise recurring and terminating decimals.

Convert recurring decimals to fractions using

an algebraic method.

Multiply integers and fractions by a fraction.

Use appropriate methods for multiplying

fractions.

Write the reciprocal of a number or a fraction.

Divide integers by a fraction and divide

fractions by a fraction.

Add and subtract fractions with any size

denominator.

Use the four operations with mixed numbers.

Solve problems involving fractions and

decimals.

Use estimates to check answers.

Solve problems involving the four operations

with integers, fractions and decimals, including

powers, roots and brackets.

Unit 7

Record data from a simple experiment.

Estimate probability based on experimental

data.

Make conclusions based on the results of an

experiment.

Calculate the relative frequency of a value.

Use relative frequency to make estimates.

Use relative frequency to estimate the

probability of an event.

Use estimated probability to calculate expected

frequencies.

Unit 8

Convert between fractions, decimals and percentages.

Use the equivalence of fractions, decimals and

percentages to compare proportions.

Express one number as a percentage of another.

Work out a percentage increase or decrease.

Use a multiplier to calculate percentage increase and

decrease.

Use the unitary method to solve percentage problems.

Calculate compound interest.

Use repeated percentage change.

Simplify and use ratios involving decimals.

Write and compare unit ratios.

Divide a quantity into three parts in a given ratio.

Solve simple word problems using ratio and proportion.

Unit 9

Identify properties of quadrilaterals.

Use properties of quadrilaterals.

Identify alternate and corresponding angles and know

that they are equal.

Solve problems using properties of angles in

intersecting and parallel lines and in polygons.

Work out the interior and exterior angles of a polygon.

Unit 10

Calculate the mean from a frequency table.

Design and use two-way tables.

Design and use tables for grouped data.

Draw stem and leaf diagrams for data.

Interpret stem and leaf diagrams.

Draw and interpret pie charts.

Compare two sets of data using statistics or the shape

of the graph.

Construct line graphs.

Choose the most appropriate average to use.

Interpret and draw scatter graphs.

Describe the correlation between two measures.

Draw a line of best fit and use it to estimate values.

Unit 11

Plot straight-line graphs.

Find the ?-intercept of a straight-line graph.

Find the gradient of a straight-line graph.

Plot graphs using the gradient and ?-intercept.

Use ? = ?? + ?.

Find the equation of a straight-line graph.

Recognise data sets that are in proportion.

Set up equations that show direct proportion.

Set up equations to show direct proportion.

Use algebra to solve problems involving

proportion.

Unit 12

Calculate the circumference of a circle.

Solve problems involving circles or prisms.

Use appropriate apparatus (including pairs of

compasses) to identify and draw the diameter and

radius of a circle.

Identify the circumference, arc and sector of a

circle.

Calculate the area of a circle.

Solve problems involving circles.

Calculate the volume and surface area of a

cylinder.

Unit 13

Identify sources of primary and secondary data.

Choose a suitable sample size.

Understand how to reduce bias in sampling and

questionnaires.

Identify a random sample.

Design a good questionnaire.

Design and use data collection sheets and tables.

Estimate the mean and range from a grouped

frequency table.

Construct and use a line of best fit to estimate

missing values.

Identify and explain outliers in data.

Identify further lines of enquiry.

Construct and use frequency polygons.

Year 8 MATHEMATICS

Assessment

(How will

students

show their

learning?)

Baseline assessment in the first

week.

Formative assessment within each

unit.

Formative assessment within each unit.

Summative assessment on units 1-3.

Formative assessment within each unit. Summative assessment on Units 1-7 Formative assessment within

each unit.

Summative assessment on

Units 1-11.

Year 8 SCIENCE

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-3 Week 4-10 Week 1-11

Knowledge/ Units

of Work

(What will students

know?)

Lab Skills - Unit 0

⚫ What are the key lab safety rules?

⚫ How do you ask effective scientific

questions?

⚫ What steps are needed to plan an

investigation?

⚫ How do you safely use a Bunsen burner?

⚫ How is data accurately recorded?

⚫ How do you analyse collected data?

⚫ How do you evaluate your results?

⚫ Why justify your revision choices?

⚫ What makes a successful scientific

investigation?

Electromagnetism - Unit 7

⚫ Factors affecting charged objects.

⚫ Methods of charging objects.

⚫ Understanding lightning and electric fields.

⚫ Definition and measurement of current.

⚫ Electrical symbols and circuit types.

⚫ Current behavior in series vs. parallel

circuits.

⚫ Circuit creation techniques.

⚫ Definition and measurement of potential

difference.

⚫ Voltage measurement across components.

⚫ Understanding resistance and its calculation.

⚫ Differences between conductors and

insulators.

⚫ Magnet interactions and magnetic field

representation.

⚫ Overview of Earth's magnetic field.

Electromagnetism - Unit 7

⚫ Features and creation of

electromagnets.

⚫ Functionality and strength

factors of electromagnets.

⚫ Energy values in food and

fuels.

⚫ Energy changes in various

contexts.

⚫ Energy transfer via conduction

and convection.

⚫ Effects of heating materials.

⚫ Overview of fossil fuels.

⚫ Energy release in power

stations.

⚫ Pros and cons of coal and solar

energy.

Periodic Table, Metals and Acids - Unit

8

⚫ How are elements classified as

metals or non-metals?

⚫ What patterns predict

properties of metals?

⚫ What are group 1 elements and

their reactivity?

⚫ What are group 7 elements and

their displacement reactions?

⚫ How do group 1 and group 7

reactivities compare?

⚫ What are the properties and

uses of group 0 elements?

⚫ How do acids react with metals

and what is formed?

⚫ How do metals react with

oxygen and water?

Residential trip

Periodic Table, Metals

and Acids - Unit 8

⚫ How is the

reactivity series

used for

predictions?

⚫ What is the

thermite reaction?

⚫ What is a metal

ore and how are

metals extracted?

⚫ How is copper

extracted from

copper oxide?

⚫ What are

monomers and

polymers, and

their properties?

Health and Lifestyle - Unit 9

⚫ Healthy diet components and

functions.

⚫ Nutritional content variations.

⚫ Deficiency effects on health.

⚫ Food testing methods and results.

⚫ Energy usage and requirements.

⚫ Unhealthy diet health issues.

⚫ Digestion processes and system

structure.

⚫ Enzymes and bacteria in digestion.

⚫ Drug definitions and effects.

⚫ Addiction and withdrawal concepts.

⚫ Alcohol production and effects.

⚫ Advertising impact on substances.

⚫ Tobacco smoke composition and

effects.

Ecosystems - Unit 11

⚫ Difference between consumers and

producers.

⚫ Photosynthesis process and equation.

⚫ Leaf structure and adaptations.

⚫ Aerobic vs. anaerobic respiration.

⚫ Food chains and webs;

interdependence.

⚫ Niche examples and competition for

resources.

⚫ Seed dispersal and germination

factors.

⚫ Animal and plant adaptations.

⚫ Variation types: environmental vs.

inherited.

⚫ DNA and inheritance basics.

⚫ Natural selection and evolution

example (peppered moth).

Motion and Pressure - Unit 10

⚫ Interpreting and

constructing distance-time

graphs.

⚫ Calculating speed from

distance-time graphs.

⚫ Understanding speed,

instantaneous vs. average

speed.

⚫ Investigating mass effects

on speed down a ramp.

⚫ Explaining gas pressure

using the particle model.

⚫ Factors influencing gas

and liquid pressure.

⚫ Understanding buoyancy

and floating.

⚫ Factors affecting stress on

solids and calculations.

⚫ Defining and calculating

moments of forces.

Benefits of levers.

Year 8 SCIENCE

Skills

(What will students

be able to do?)

Students will learn about safe practices in the

laboratory, handling scientific equipment,

collecting and using data.

Study skills development and metacognition

strategy development.

Students will learn about safe

practices in the laboratory,

handling scientific equipment,

safe separation techniques,

making scientific observations

and measurements, collecting

and using data.

Study skills development and

metacognition strategy

development.

Students will learn

about safe practices

in the laboratory,

handling scientific

equipment and

making scientific

measurements,

collecting and using

data. Students will

also learn to use

scientific formulas

Students will learn about making

scientific observations and

measurements, collecting and using

data and, using scientific formulas

Study skill development and

metacognition strategy development.

Students will learn about safe

practices in the laboratory,

handling scientific equipment

and making scientific

measurements, collecting

and using data.

Study skill development and

metacognition strategy

development.

Assessment

(How will students

show their

learning?)

Summative

Core practical 0- Scientific investigations,

Core practical 7- The Strength of

electromagnets

Formative

Two golden Nugget tests per topic

Summative

Summative extended writing task

7, Mini assessmentElectromagnets, End of unit testElectromagnetism, Core practical

8, Summative task- Unit 8

Formative

Two golden Nugget tests per

topic

Summative

End of unit test- Unit

8

Formative

Two golden Nugget

tests per topic

Summative

Unit 9- Summative extended writing

task, Unit 9- End of unit test, Core

practical 11

Formative

Two golden Nugget tests per topic

Summative End of year

science exam, Unit 11 Mini

test, Unit 11- End of unit test,

Core practical 10, End of unit

test- Unit 10

Formative

Two golden Nugget tests per

topic

Year 8 HISTORY

Term 1 Term 2 Term 3

Week 1-4 Week 5-11 Week 1-8 Week 8-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

•Voyages of Discovery

•Introduction to the Renaissance.

•European exploration and Voyages

of Discovery.

•Guns, germs and steel: European

colonisation of distant lands.

•The Silk Road

•What were the Silk Roads?

•The impact of the Silk Road on

Europe.

•The geography of the Silk Road

•Goods of the Silk Road

•Trade on the Silk Road

•The spread of religion

•Mongols and Genghis Khan

•The British in India

•Reasons for an Empire

•How did a corporation conquer a

continent?

•The East India Company and how they

gained a foothold in India.

•EIC gaining the Diwani.

•The British Raj.

•The effect of the British on India’s

development.

•Mutiny

•The Indian Independence movement.

•Britain out.

•Great Britain and the United States of

America: Empire, Slavery and Trade

•Old World meets New World

•Slavery in context

•African civilization

•The British Empire and the need for

enslaved labour.

•The Triangle Trade

•Seizure, Capture, the Middle Passage

and Auction.

•Great Britain and the United States of

America: Empire, Slavery and Trade

(continued)

•Slavery in the United States of

America and the United Kingdom.

•The impact of slavery on the modern

world.

•Abolition within America and Britain

•A view of Empire- differing

perspectives.

Skills

(What will

students be able

to do?)

•Identify change and continuity.

•Describe and explain events

chronologically.

•Develop interpretations about the

past.

•Describing cause and effect

•Synthesise and communicate new

ideas and perspectives.

•Source analysis

•Use judgement to select effective

arguments.

•Communicate judgement

persuasively.

•Evaluate historical interpretations.

•. Compare and contrast.

•Evaluate contemporary and noncontemporary sources of evidence.

•Describe and explain events

chronologically.

•Develop questions to frame an historical

enquiry.

•Develop interpretations about the past.

•Become familiar with the lifestyles and

beliefs of different societies.

•Identify aspects of change and

continuity.

•Use empathy to gain understanding of

differing perspectives

•Become familiar with the lifestyles and

beliefs of different societies.

•Identify aspects of change and

continuity.

•Use empathy to gain understanding of

differing perspectives

Assessment

(How will students

show their

learning?)

Formative: Retrieval practice

quizzes throughout.

Summative: Demonstrate

knowledge and understanding of a

world navigator or explorer.

•Research and collect

information from various sources.

•Students will demonstrate their

knowledge and understanding of the

journey through a multi-modal

recount.

Formative: Retrieval practice

quizzes throughout.

Summative: Create a Lucidchart

concept map detailing Mongol

expansion across Asia and Europe

•Identify change and continuity.

•Develop interpretations about the

past.

•Describing cause and effect

Formative: Retrieval practice quizzes

throughout.

Summative: Research project from the

Indian perspective. How did Britain

positively or negatively impact India?

•Interpret and draw conclusions using

contemporary and non-contemporary

resources.

•Use empathy to gain understanding of

differing perspectives.

Formative: Retrieval practice quizzes

throughout.

Summative: Source based assessment

on the Middle Passage

Formative: Retrieval practice quizzes

throughout.

Summative: Student debate on the

impact of slavery on the modern world.

•Interpret and draw conclusions using

contemporary and non-contemporary

resources.

•Use empathy to gain understanding of

differing perspectives.

Year 8 GEOGRAPHY

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/ Units of

Work

(What will students

know?)

1. Population

• Students should understand why the

world population has recently

exploded.

• Students should know the density

and distribution of the world

population.

• Students should comprehend how

population can increase and

decrease.

• Students should be able to recognize

different stages of population growth.

• Students should have knowledge of

China's population policy.

• Students should understand how

migration can affect a country's

population.

2. Coasts

- To understand the different types of

waves and how they form.

- To learn about the various processes

of erosion, transportation, and

deposition.

- To be able to explain the different

landforms created by erosional

processes.

- To know the different landforms

created by deposition.

- To comprehend the interaction

between people and physical

landforms.

- To be able to identify different

landforms using an Ordnance Survey

map.

- To understand and identify various

forms of coastal management

techniques.

3. Weather and climate

• To be able to describe the difference

between weather and climate.

• To be able to explain the different

causes of different types of weather.

• To be able to explain how rain forms.

• To be able to identify different types

of clouds.

• To understand how different types of

air pressure creates different types of

weather systems.

• To understand that low pressure

systems create storms and extreme

weather.

• To know how different areas around

the world have different climates and

to be able to explain why that is

4. Our warming planet

• To know that the earth's temperature

has changed throughout geological

time.

• To be able to explain how the

planet's greenhouse effect works.

• Do you understand that the current

climate is particular to this time in

age.

• To appreciate that with a warming

planet there will be impacts and

consequences globally, regionally

and locally.

• Students to understand that there are

various ways that we can mitigate

climate change as well as adapt to

these changes.

5. Southwest China case study

• To know that SW China is one of

China’s six regions.

• To know that SW China is very

mountainous and has several

great rivers flowing through it.

• To appreciate that southwest

China is not a wealthy region, but

the government is working to

develop it.

• To appreciate that southwest

China is one of the world's most

biodiverse regions.

• To understand that SW China has

many hydroelectric dams, and that

there are more planned.

Skills

(What will students

be able to do?)

• To be able to construct a population

graph.

• Be able to apply Chinas population

statistics onto a population graph.

• Students to be able to research into

migration statistics

• Card Sorting Activities.

• Ordinance Survey Map Skills.

• Identification Of Different

Coastal Features.

• Photo Analysis.

• Drawing And Labeling Of

Various Diagrams.

• To be able to measure different types

of weather using various weather

measuring equipment.

• Use of digital and analogue weather

measuring equipment

• Being able to identify different types

of cloud.

• Being able to know how high

pressure and low-pressure weather

systems create different weather.

• Map skills

• Data interpretation

• Presentation of data

• Research skills using iPads

• Photo interpretation.

• Choropleth maps.

• Physical maps.

• Graph skills.

• Ability to interpret development

indicators.

• Describe explain and suggest

skills.

• Satellite imagery interpretation.

• Political world map interpretation.

Assessment

(How will students

show their learning?)

Formative: Use of assessment for learning,

use of lollipop sticks for questioning, use of

white boards for checking answers.

Summative: students to complete a

checkpoint exam at the end of the unit.

Formative: Bingo, card sort activities,

Entry and exit slips, Think-pair-share,

Lesson feedback, Heads-down, Four

corners - Multiple-choice, Emoji

drawing, Emoji survey, One minute

paper.

Summative： Assessment consisting

of multiple choice， short answers, and

extended answers.

Formative: Bingo, card sort activities, Entry

and exit slips, Think-pair-share, Lesson

feedback, Heads-down, Four corners -

Multiple-choice, Emoji drawing, Emoji survey,

One minute paper.

Summative： an assessment where

students have to research the climate in

Guangzhou.

Formative: Bingo, card sort activities, Entry

and exit slips, Think-pair-share, Lesson

feedback, Heads-down, Four corners -

Multiple-choice, Emoji drawing, Emoji survey,

One minute paper.

Summative： end of unit test

Formative: Bingo, card sort activities,

Entry and exit slips, Think-pair-share,

Lesson feedback, Heads-down, Four

corners - Multiple-choice, Emoji drawing,

Emoji survey, One minute paper.

Summative: an assessment including

multiple choice short answer and long

answer questions.

Year 8 COMPUTER SCIENCE

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

BINARY & HEX

& further

PROBLEM SOLVING

LOGIC & THE ALU

& further

WEB DEV

IMAGES

& further data

ENCODING

PROGRAMMING

& intro to

DATABASES

PROGRAMMING

& intro to

DATABASES

Knowledge

(What will students

know?)

- further non-denary num sys inc

2-digit hex

- sudoku, nonogram, hive, maze

basics

- further logic circuits inc

multilayer designs

- The 6 logic gates inc NAND,

NOR, XOR

- further terminology and graphic comp

techniques

- Multiple types of image files inc pros

and cons

- Loops, Selection and Interaction in

modern computer languages inc ruby

- Fundamentals of MS Access

- Apply Malware Terminology in their lives

& suggest security measures

- Use MS Word to write reports

Skills

(What will students be

able to do?)

- Explain base 2, 16

- Explain how to convert between

bases

- Explain Hexadecimal & its uses

- 2s comp conversion

- Addition & Subtraction

- Draw & explain the 6 logic

gates in a circuit

- Explain truth tables inc

multipart solutions

- Write logic statements from a

logic circuit

- Write multilayer logic using

Boolean algebra

- Explain the role of metadata in

images

- Explain how we calculate bit range for

color depth

- Calculate the file size of a raster

image

- Compress images using appropriate

file types

- Apply skills in string manipulation,

inequalities, Boolean

- write a quiz program (with levels and resits)

- code in Python & Ruby (recognize VB /

BBC Basic)

- write simple queries

- Create a design for a record using

appropriate data types

- Apply security measures to their online

profiles and filter emails

- create a recommendation pack of online

safety measures

- describe actions that would place

individuals in danger online

- ensure they have strong passwords & a

digital footprint

Assessment

(How will students

show their learning?)

Formative: Cisco Binary, Flippy,

2048, wotthehex

Summative: Math Aids

Summative: BSG Num Sys Test

mark /30

Summative: Pupil compendium

Formative: Logic puzzles,

logic.ly,

Physics circuit boards

Formative: Logic Lab website

Summative: BSG LOGIC Test

mark /30

Formative: Create basic shapes using

Turtle,

Formative: Create a range of image file

types

Summative: BSG IMGS Test

Summative: Student Web Page

submission

Formative: IDLE, Mu, JSBEEB,

python.microbit.org/v/3

Summative: Effective use of Web IDE eg

replit

Summative: Use of local install IDE such

as RT Russell’s IDE

Summative: BSG PROG Test

Formative: Group work presentation, 6x6

summary, w3schools.com/cybersecurity/

quizlet.com/155047924/

Summative: Create own security

Multichoice,

Summative: BSG NETSEC Test mark /30

Year 8 ART

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/ Units

of Work

(What will students

know?)

Introduction to artist Adele Blais

- Learn about Adele

Blais – life and work.

- How to make a fact

file about an artist

- Why do artists make

Self-portraits?

- Art vocabulary &

language

- How to create a selfportrait in the style of

Adele Blais

Painting and drawing

• Recap of colour theory and

colour mixing skills

• Problems in painting and how

to improve

• Recap of pencil sketch

techniques.

• How to draw human face and

body parts.

Skin tone exploration

• Different types of skin

tones.

• How to make a master

recipe for skin tones.

• How to mix colours to create

different skin tones.

Collage art

• What collage art is and collage

artists.

• Techniques in collage art.

• How to make collage art using

different types of paper.

• Collage work in Adele’s

paintings.

Making self portrait

• Make a colour plan for their

self-portraits.

• Paint on their self-portraits.

• Add collage art to the portraits

• Add dark outlines on the

portraits.

• How to improve and adjust.

Skills

(What will students

be able to do?)

• How to make a fact file about an

artist

• How to talk about art using art

vocabulary and language

• Know about Adele Blais and her

art style

• Sketch outlines of their selfportraits.

• Practice painting to get

themselves ready for painting

their self-portraits later.

• Practice drawing to improve

their drawing skills.

• How to draw human face and

body parts

• Mix colors to create different

skin tones.

• Mix colors to create their

own skin tones.

• Know about collage art and

collage artists.

• Know about Adele’s collage

style.

• Make collage art using different

types of paper.

• Creating their own selfportraits using painting and

collage art in the style of Adele

Blais.

Assessment

(How will students

show their

learning?)

Formative: Teacher feedback, self and

peer assessment.

Summative: None.

Formative: Teacher feedback, self

and peer assessment.

Summative: Portrait Drawing.

Formative: Teacher feedback,

self and peer assessment.

Summative: Portrait Painting.

Formative: Teacher feedback, self

and peer assessment.

Summative: Portrait collage.

Formative: Teacher feedback, self

and peer assessment.

Summative: Portrait completed

with all features.

Year 8 DRAMA (Connection)

Term 1 Term 2 Term 3

Weeks 1-6 Weeks 7-16 Week 1-11 Week 1-9 Week 10,11

Knowledge/ Units

of Work

Connection to

character

- What is performance? Juilliard

Learner objectives

- How do we rehearse?

- How do we reflect?

Storytelling

(GC)

• Global Campus plans

for storytelling.

• Research, source

story.

• Writing

Musical Theatre

Performance

- Unit Introduction

- Vocal warm up

- Context

- Material

- Rehearsal

- Performance

- Reflect

Introduction to Shakespeare

- Iambic pentameter

- Text analysis

- Recitals

- Contemporizing text

- Duologues (CoE)

EOY review

• Mad libs

• Improvisation

games.

Skills

(What will students

be able to do?)

Understand rehearsal structure

and etiquette

Develop mental- connection to text

through vocal expression

Connect to international

myths and legends

Rewrite stories in own

words

Perform story and post to

Global Campus

Give a musical performance,

combining skills of singing and

dance.

Work as an ensemble, using spatial

awareness and communication.

Annotate iambic pentameter

Use vocal expression to find

natural tone and rhythm

Collaborate with a partner and

perform a duologue

Improvise in low

stakes environment

Actively listen and

impulsively respond

to others

Assessment

(How will students

show their learning?)

Formative:

- Class discussion

- Personal Evaluation

Summative:

Reflection.

Formative:

Tongue Twister recital.

Summative:

Group Performance

Reflection

Formative:

Character Design PPT.

Summative:

Group Performance

Process Journal.

Formative:

Sonnet #29

Summative:

Duologues performance.

Process Journal

Formative:

Summative:

Competition

EOY Reflection

Year 8 MUSIC

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-11 Week 1-11

Knowledge/ Units

of Work

(What will students

know?)

6. Composing Film Music

• How music can enhance the visual images

and dramatic impact of film and can reflect the

emotional and narrative messages of the

drama.

• How timing is a crucial factor in the

composition and performance of music for

film.

• How film music can change the viewer’s

interpretation of a scene.

• How to create an effective musical narrative

for a film scene, using appropriate techniques

to create an intended effect.

• ABRSM Theory Grade 3

7. Song Form

• Understand the different textural and

structural elements of a song/popular song.

• Understand and use the different musical

information given on a lead sheet in creating a

Musical Arrangement of a Popular Song.

• What musical information is given (not given)

on a lead sheet?

• Know definition of Primary and Secondary

Chords

• Be able to describe the form and structure

and texture of different songs.

• Know how songwriters use Primary and

Secondary Chords as accompaniments to

songs and as a basis for melodies and bass

lines?

• Debate extent how songs remain “popular”?

• ABRSM Theory Grade 3

8. Theme and Variation

• To develop a knowledge and understanding of how the

Elements of Music can be used and manipulated as a

basic form of musical variation to an existing theme or

melody.

• Know, understand, and use other musical devices that

can be changed or added to, to provide musical

variation to an existing theme or melody.

• Understand Variation Form as a type of musical Form

and Structure.

• Learn how genre of variation form as a type of musical

structure to change new and existing melodies, giving

them a new identity while retaining the relationship to

the existing theme.

• understand how the Elements of Music can change or

vary a melody?

• ABRSM Theory Grade 3

9. The Blues

• To understand the main musical

characteristics of the Blues;

• To understand different ways of developing

an instrumental part;

• To understand how lyrics are constructed in

Blues music; and

• To know what the 12 bar blues is and how

this forms the basis of Blues music.

• be able to describe some of the key

features of Blues music;

• write at least one verse in the AAB

structure (completed as homework)

• prove that they can work effectively as a

group, and manage their time efficiently.

• ABRSM Theory Grade 3

Skills

(What will students

be able to do?)

• Performing Film Music on their chosen

instruments.

• Using technology to document their musical

ideas.

• Improvising musical ideas to capture an

intended mood

• Demonstrating an understanding of minor,

major, aug and dim chords on the piano

• How to use a cue sheet when planning their

compositional ideas.

• Perform a range of repertoire on their chosen

instrument.

• Be able to maintain their part throughout a

performance.

• Perform a range of popular music as a group

• Use letters and numbers (A, A1, A2 etc.) to describe

different variations within Variation Form when listening,

performing and composing.

• Create and perform more stylistic musical variations on

an existing theme or melody using musical techniques

such as augmentation, diminution, retrograde, adding a

drone or ostinato, adding a rhythm, pedal or drone etc.

• identify more complex variation techniques when

listening to music in Variation Form and Ground Bass

from different times and places.

• Perform more complex parts or a range of different parts

using Ground Bass with a sense of ensemble and

awareness of other parts and how this adds to and

affects the overall textural layer of the piece.

• be able to play a basic instrumental part

within a group blues performance; and

• be able to experiment with ways to develop

their part or improvise within the blues

scale.

• be able to show an understanding of the

characteristics of a blues singer; and

• be able to create a structure for their Blues

song.

• be able to experiment with ways to develop

their part and improvise within the blues

scale.

• demonstrate a secure understanding of

how to use structure in their Blues

composition.

Assessment

(How will students

show their

learning?)

Formative: James Bond Project. Quiz, Theory Test

Summative: Final Cut Music Project/Theory Exam

Formative: Peer Assessment, Reflection, Quiz,

Theory

Summative: Pop Composition/Theory Exam

Formative: Peer Assessment, Reflection, Quiz, Theory

Summative: Pachelbel Cannon Arrangement/Theory Exam

Formative: Peer Assessment, Reflection, Quiz,

Theory

Summative: Blues Composition/Theory Exam

Year 8 PE

Term 1 Term 2 Term 3

Week 1-8

Swimming

Week 9-14

Gymnastics

Week 15-23

Athletics

Week 24-29

Fitness

Week 30-37

Net/ Wall Games

Knowledge/ Units of

Work

(What will students

know?)

• Stamina – multi stroke swim usage

with a driving focus.

• Freestyle focus on starts and

finishes.

• Backstroke focus on turning and

counting strokes.

• Breaststroke focus on turning and

finishes.

• Butterfly focus on dolphin kick and

torpedo position.

• Races and competition rules.

• Recap of rotation and jumps.

• Recap of balances – individual /

partner.

• Introduction to basic vaulting.

• Vaulting – low level apparatus.

• Vaulting – apparatus.

• Skill based assessment.

• Sprinting events

• Middle distance running and pacing

techniques.

• Shot Putt

• Discus

• Javelin

• Long Jump

• Triple Jump

• High Jump

• Relay events and baton change overs.

• Circuit training to recap fitness

components.

• Circuit methods of training.

• Continuous methods of training.

• Interval methods of training.

• Fartlek methods of training.

• Flexibility methods of training.

• Ready position recap and contact

consistency.

• Recap of the clear shot technique.

• Introducing the smash shot.

• Disguising the drop shot / flick shot.

• Formations and rules during gameplay.

• Singles and doubles match play and

assessment tournament.

Skills

(What will students be

able to do?)

• In this unit, pupils will gain the

opportunity to develop their swimming

fitness and develop skills and

knowledge to prepare them for

competitive swimming.

• Pupils will gain an appreciation for

swimming fitness and its relationship

to performance.

• Pupils will focus on planning,

preparing and performing a range of

races in different strokes and over

various distances.

• In this unit pupils will demonstrate

skills and abilities individually and in

combination.

• Pupils will incorporate control,

precision and aesthetics into

sequences showing creativity.

• Students will evaluate and assess

movements to improve sequences.

• In this unit, pupils will begin to use

knowledge of athletics events, strategies

and techniques to develop and enhance

replication and performance.

• Pupils develop their understanding of

fitness and its relationship to

performance.

• Pupils will perform and improve core

skills and personal/team bests in relation

to speed, height, distance and accuracy.

Develop confidence in movement and

challenge mental capacity.

• In this unit pupils will learn and accurately

replicate specific techniques for a variety of

fitness-based activities. They will carry out

investigations into the different types of

training methods used in sport.

• Pupils will gain an understanding of

warmups, cool downs and health

importance through physical tasks.

• To reflect on the advantages and

disadvantages of each training method type,

whilst understanding how to select and

carry out appropriate methods of training.

• In this unit pupils will focus on consistently

replicating core skills through conditioned

situations.

• Pupils will develop the ability to land the

shuttle in a target area and refining game

strategies with the intention of outwitting an

opponent.

• Pupil will develop confidence in movement

and test mental capacity through scoring

and officiating games.

Assessment

(How will students show

their learning?)

Formative:

• Feedback on stroke technique,

proficiency, breathing techniques,

turning, and finishing.

Summative:

• Positions and times over distance

swims across different strokes.

Teacher Observation:

• Demonstration and ability to

continuously swim over extended

distances.

• Application of race rules in

competitive scenarios.

Formative

• Teacher feedback ability to perform

balances and vault correctly.

• Peer assessment and student

coaching opportunities within pairs /

groups.

Summative

• Grading of routine and sequences

devised in both individual and partner

/ group tasks.

Teacher Observation

• Ability to control precise individual

and partner balances to form a

sequence.

Formative

• Feedback on replication of core skills

used for running throwing and jumping.

• Demonstrate an understanding of how

fitness impacts performance in specific

events.

• Show an understanding of warmups and

specific athletics events.

Summative

• Developing personal bests and setting

new targets in events.

Teacher observation

• Correct technical model replicated when

performing track & field events.

Formative

• Feedback on technique, execution and

pacing relating to the specific tests being

performed.

• Be able to analyze how different methods of

training are used in different sports.

• Self-assessment opportunities of

performance during and after tests

conducted.

Summative

• Test scores against national averages for a

range of fitness tests.

Teacher Observation

• Display of effort within a variety of tests.

Formative

• Feedback on technical execution and

consistency of shots in conditioned

scenarios.

• Effectiveness of shot disguise and

implementation of basic tactics.

Summative

• Ability to outwit opponents in a competitive

game situation.

• Success and outcome during match play.

Teacher Observation

• Correct technical model replicated for a

variety of shots.

• Display knowledge and understanding of

scoring and rules of both singles / double

match play.

Week 1-8

Football

Week 9-14

Touch Rugby

Week 15-23

Volleyball

Week 24-29

Basketball

Week 30-37

Striking & Fielding

Knowledge/ Units

of Work

(What will students

know?)

• Development of passing and receiving

techniques.

• Dribbling, turning into space and

outwitting a defender.

• Shooting development.

• Attacking development in overloads.

• Using teammates in space to outwit

opponents.

• Attacking and defending formations

and tactics.

• Development of spin and pop pass.

• Passing to outwit an opponent.

• Defense and touch rules.

• Attacking to outwit an opponent.

• Tactical application of gameplay and

rules.

• Touch rugby match play and

tournament.

• Set focus and basic technique.

• Dig focus and application.

• Methods and application of serving –

underarm / overarm.

• Spike technique focus.

• Shot selection and outwitting an

opponent.

• Linking and application of skills during

game based scenarios.

• Matchplay tournament.

• Triple threat – passing and pivoting.

• Attacking strategies to outwit an opponent.

• Defense skills – stealing and stripping an

opponent.

• Shot selection scenarios.

• Jump shot technique development.

• Assessment and game based scenarios.

• Recap of fielding techniques and glove

familiarization.

• Batting / hitting shot variations.

• Game based application.

• Bowling and pitching variations.

• Hitting / batting variations and fielding

placement.

• Assessment and game based scenarios.

Skills

(What will students

be able to do?)

• In this unit pupils will focus on

developing team attacking and

defending strategies and techniques

required take part in competitive

games.

• Development of the basic football

skills will allow individuals to influence

a game or pressurised situation.

• In all games activities, pupils are

encouraged to think about how to use

core skills, strategies and tactics to

outwit the opposition.

• Pupils will focus on developing team

attacking and defending strategies

and techniques.

• Pupils will select and apply their skills

so that they can carry out tactics with

the intention of outwitting their

opponents.

• In invasion games the main intention

is to invade your opponents’ territory

and to outwit them so that you can

score goals or points.

• In this unit pupils will focus developing the

core fundamentals techniques as well as

implementing more advanced strategic

play to outwit opponents.

• Pupils will demonstrate the essential

elements of attack and defence with

increased fluency and control. In net

games, it is the player aim to get the ball

to land in the target area so that the

opponent cannot return it.

• Pupil should be able to accurately score

and officiate simple volleyball game

rules.

• In this unit pupils will focus on developing

team attacking and defending strategies and

techniques.

• Pupils will select and apply core basketball

skills using them tactically with the intention of

outwitting their opponents.

• Pupils will gain an improved knowledge of

small sided competitive games and rules than

underpin the game.

• In this unit pupils focus on accurate replication

& further developing, implementing and refining

techniques for batting/hitting, bowling/pitching

and fielding.

• Pupils will develop the ability to place the ball in

a target area and refining game strategies with

the intention of outwitting an opponent.

• Pupil will develop confidence in movement and

test mental capacity through scoring and

officiating games.

Assessment

(How will students

show their

learning?)

Formative

• Technical skills and implementation of

strategies feedback.

Summative

• Performance and application within

game scenarios and match play.

Teacher Observation

• Application of skills within match play

scenarios.

• Displayed understanding of positional

awareness and tactics.

Formative

• Feedback of technical efficiency with

regards to passing and receiving.

• Student analysis of tactical

implementation in games.

Summative

• Performance and outcome of skills

and tactics within match play.

Teacher Observation

• Application and effectiveness of skills

and tactics in match scenarios.

Formative

• Feedback on shot selection and serving

technique and application.

• Use knowledge to implement shots to

outwit opponents

Summative

• Success of application within a game

scenario.

Teacher Observation

• Ability to correctly apply a variety of shots

and serves using the correct technique to

bring about the desire result.

• Effectively using different shots to outwit

opponents.

Formative

• Feedback relating to usage of passing and

pivoting used to outwit opponents.

• Analysis of offensive vs defensive strategies.

• Technical guidance and feedback on jump

shot technique.

Summative

• Performance and application of skills within

game based scenarios.

Teacher Observation

• Ability to outwit opponents by selective the

correct strategy.

• Effectiveness of applying skills to achieve a

successful outcome.

Formative

• Feedback on swing technique and variety of

shots in an open and closed environment.

• Guidance on fielding techniques during match

play.

Summative

• Performance to bring about a successful

outcome and adapt accordingly within match

play.

Teacher Observation

• Technical observation of correct glove usage to

effectively receive.

• Displayed competency of pitching / bowling

technique.

• Clear understanding of rules within match

play.

Year 8 PE

Year 8 MFL (Modern Foreign Language) - FRENCH

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

1. Free time

• Last weekend activities

• Yesterday evening

activities

• T.V. programmes

1. Free time

• Where you went

• My weekend

2. Going out

• Going out

• Making excuses

• Clothes

• Shopping

3. Food

• Food

• Mealtimes

• Getting ready for a party

• Shopping for food- at the

market.

• Eating out at a restaurant

4.. Travel & holidays

• Countries & languages

• Holidays- where you went and how you

got there

• Holiday activities

• Describing a past holiday

• Holiday destination

Skills

(What will

students be able

to do?)

• Perfect tense + avoir

• Perfect tense with irregular

past participles

• C’était + adjectives to give

opinions

• Perfect tense +être

• Further perfect

tense

• Modal verbs, vouloir,

pouvoir, devoir.

• Further adjectival

agreement.

• Il y a

• Comparatives &

superlatives

• Verbs aimer & préférer

• Partitive artciles- de la/du

/des

• Il faut + infinitive

• Using de with quantities

• Je voudrais

• Preposition à & en

• Asking question- Où, comment.

• Giving opinions

• Perfect tense

• Dialogues

Assessment

(How will

students show

their learning?)

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks”

tests.

Reading and writing assessment

in class.

Formative: Retrieval

practice quizzes

throughout.

Summative:

Regular “language

chunks” tests.

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks” tests.

Individual speaking assessment

conducted in classtime.

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks” tests.

Listening assessment in class.

Formative: Retrieval practice quizzes

throughout.

Summative:

End of Year assessment in class.

Year 8 MFL (Modern Foreign Language) - SPANISH

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

1. Having fun

• Television programmes

• Films

• Inviting someone out

• Making excuses

• Likes and dislikes

2. My holidays

• Past holidayscountries

• What you did on

holiday

• Forming opinions

about the past.

2. My holidays

• What you normally do on holiday

compared to this year.

• Spanish speaking countries and

their customs.

3. Food

• Mealtimes

• Shopping for food

• Eating out at a

restaurant members

• Describing a past

meal out

• What you ate

yesterday

4.. Clothes and shopping

• School Uniform

• Clothes

• Choosing clothes

• Trip away

• Tyoes of shops

Skills

(What will

students be able

to do?)

• Opinions using adjectives

• Comparatives

• Reading extended texts

• Translation skills

• Asking questions using the

conditional tense

• Modal verbs

• Opinions using infinitive

phrases

• Preterite tense (AR

only verbs) and

irregular verb Ir with

focus on 1st and 3rd

person singular and

1st person plural (Ser

– fue)

• Opinions

• Asking questions

• Using the present and preterite

tense together

• Time phrases

• Tú and Usted

• Opinions

• Conditional

• Using three tenses

in 1st person

• Topic related verbs

• Adjectival agreement

• Giving opinions

• Present tense

• Comparatives

• Superlatives

• Preferences

• Present and near future practice

• Se puede + infinitive

Assessment

(How will

students show

their learning?)

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks”

tests.

Reading and writing assessment

in class.

Formative: Retrieval

practice quizzes throughout.

Summative:

Regular “language chunks”

tests.

Formative: Retrieval practice quizzes

throughout.

Summative:

Regular “language chunks” tests.

Individual speaking assessment

conducted in classtime.

Formative: Retrieval

practice quizzes

throughout.

Summative:

Regular “language chunks”

tests.

Listening assessment in

class.

Formative: Retrieval practice quizzes

throughout.

Summative:

End of Year assessment in class.

Year 8 CAL (Chinese as an Additional Language)

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

1. Illness and seeing a doctor

• Review learnt vocabulary about illness

and seeing a doctor

• Understand the meaning of the new

vocabulary about illness and seeing a

doctor

• Read the vocabulary accurately

• Write the targeted words from

memory

• Understand and use of th grammar

马上，connective words 虽然…..但是，

affirmative negative question 没有，sentence

pattern: Subject+叫/让/请+object(=subject

2)+verb（+object2）,

• Understand the relevant Chinese

culture and society

2 &3 Healthy and unhealthy eating

• Review learnt vocabulary about

healthy and unhealthy eating

• Understand the meaning of the new

vocabulary about healthy and

unhealthy eating

• Read the vocabulary accurately

• Write the targeted vocabulary from

memory

• Understand and use of the

grammar:

• 应该，对…有利/不利

• Understand the relevant Chinese

culture and society

4. Accident

• Review learnt vocabulary about

accident

• Understand the meaning of the new

vocabulary about accident

• Read the vocabulary accurately

• Write the targeted vocabulary from

memory

• Understand and use of the grammar:

刚才，来不及

• Understand the relavant Chinese

culture and societye

5 & 6 Shopping and transport

• Review learnt vocabulary about

shopping and transport

• Understand the meaning of the

new vocabulary about shopping

and transport

• Read the vocabulary accurately

• Write the targeted vocabulary from

memory

• Understand and use of the

grammar:

这么，那么，一定，当然，别，敢

Connective word: 还是，先……然后……

Sentence pattern:

Number+角+number+分 eg. 3角5分

Adjective+地+verb

Subject+verb1 (+object 1)+verb2 (+object

2)

7 & 8 Travelling and asking a way

• Review learnt vocabulary about

travelling and asking a way

• Understand the meaning of the

new vocabulary about the topics

• Read the vocabulary accurately

• Write the targeted vocabulary from

memory

• Understand and use of the

grammar:一直，可以吗，更，

Sentence pattern: Subj. + 被 (+ Doer) +

Verb + 了

• Understand the relevant Chinese

culture and society

Skills

(What will

students be able

to do?)

• Listen to texts/dialogues with length

about illness and seeing a doctor,

then find out gist and details

• Read texts/dialogues with length

about illness and seeing a doctor then

extract information with accuracy

• Talk about illness and seeing a doctor

with required information and a range

of structures

• Write essays with length about illness

and seeing a doctor with given tasks,

including expressing opinions

• Listen to texts/dialogues with length

about healthy and unhealthy eating,

then find out gist and details

• Read texts/dialogues with length

healthy and unhealthy eating , then

extract information with accuracy

• Talk about healthy and unhealthy

eating with required information and

a range of structures

• Write essays with length about

healthy and unhealthy eating with

given tasks, including giving

explanations

• Listen to texts/dialogues with length

about accident, then find out gist and

details

• Read texts/dialogues with length

about accident , then extract

information with accuracy

• Talk about accident with required

information and a range of structures

• Write essays with length about

accident with given tasks, including

giving explanations

• Listen to texts/dialogues with

length about Shopping and

transport, then find out gist and

details

• Read texts/dialogues with length

about shopping and transport ,

then extract information with

accuracy

• Talk about shopping and transport

with required information and a

range of structures

• Write essays with length about

shopping and transport with given

tasks, including giving

explanations

• Listen to texts/dialogues with

length about travelling and asking

a way, then find out gist and

details

• Read texts/dialogues with length

about travelling and asking a way ,

then extract information with

accuracy

• Talk about travelling and asking a

way with required information and

a range of structures

• Write essays with length about

travelling and asking a way with

given tasks, including giving

explanations

Assessment

(How will students

show their

learning?)

• Regular dictations

• Listening exercise

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Quizlet quizzes

• Regular dictations

• Listening exercise

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Module test

• Regular dictations

• Listening exercise

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Quizlet quizzes

• Regular dictations

• Listening exercise

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Module test

• Regular dictations

• Listening exerice

• Role play/oral presentation

• Worksheets

• Essay writing practice

• End of year assessment

Year 8 CFL1 (Chinese as a First Language)

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/ Units of

Work

(What will students

know?)

The power of Habits

• Habits play an extremely important role in

our study and health.

• The journey of good moral character will

eventually be implemented in habits of

behavior.

• Reading: Living space

• An understanding of good habits and why

they are important.

• The core text: CHI DAO

• Reading consolidation：CHA BU DUO XIAN

SHENG

• Ancient poetry：JIN LV YI

-Writing: Plan in detail according to

the needs of the topic.

- Advanced: Two fables

Understand the allegory.

- Integrated task： watch the video

and fill in the relevant information.

- Unit emphasis：text structure for

core text, A treasure chest of words

，polyphone，Different ways of

saying words.

Innovation and change

- Innovation and change continue to

push The Times forward.

-Reading: Living space：National

Innovation Challenge for Middle school

students

- The core text: HAI DI MUCHANG

YOU JI

- Reading consolidation：An

unforgettable architectural journey

- Inventions of the Chinese ancients

-Writing: Write the journey of tourism through

spatial transformation

-Advanced: Interviews that travel through

time and space

- The Usage of Dashes

- Unit emphasis：text structure for core text,

A treasure chest of words，polyphone，

Different ways of saying words.

Small potato makes great contribution.

- Every trade has its master.

- Reading: Living space

Our unsung hero

-The core text: WO WEI SHICHENG ZUO

GONGXIAN.

- Reading consolidation：

Voices from small potatoes-Writing: Write

opinions based on facts.

-Advanced：WO XIANZAI YAO QU

JIUREN.

Unit emphasis：text structure for core

text, A treasure chest of words，

polyphone，Different ways of saying

words.

Skills

(What will students

be able to do?)

• Be able to indicate the different good habits.

• Understand the relationship between detail

and topic.

• Acquire a range of high frequency

vocabulary relevant to habits.

• Use key grammatical structures which allow

them to manipulate language to express

themselves clearly.

• Read and listen for gist and detail.

- Be able to understand the theme of Chinese

ancient poem JIN LV YI.

- Be able to plan in detail according

to the needs of the topic in essay

writing.

-Acquire a range of high frequency

vocabulary relevant to fable.

Be able to summarize the discuss

the fable allegory.

-Be able to distinguish the polyphone

and the

different ways of saying words.

-Be able to talk about the suggestion

for the little worries in the life.

-Acquire a range of high frequency

vocabulary relevant to innovation.

-Read and write the target

vocabularies.

-Through the transformation of space to

understand the content of the text.

-Be able to write the journey through spatial

transformation.

- Be able to draw up an interview outline.

-Understand the different usage of Dashes

under different circumstances.

-Read and write the target vocabularies

accurately.

-Be able to distinguish the polyphone and

the

different ways of saying words.

-Be able to read the news independently.

- Read and write the target vocabularies

accurately.

- Understand the inverted pyramid

structure of news.

-Be able to write opinions based on facts.

-Be able to distinguish the polyphone and

the

different ways of saying words.

Assessment

(How will students

show their learning?)

Formative:

-Group discussion about what is good habit. What

good habits do you have?

Summative:

-vocabulary dictation

-Fill in the blank in sentences.

-Correct the wrong characters.

-Rewrite the sentences

-quiz

Formative:

-Group discussion about the fable

allegory, what lesson do you think it

shows up?

-Padlet: Students to talk about the

different sayings for one item in

different provinces in China.

Summative:

-essay writing

-reading comprehension

-Term 1 quiz

Formative:

- questionnaire: What's bothering you in

your daily life?

-Group discussion throughout the unit.

Summative:

-Fill in the blank of the passage.

- Crossword puzzle

-Reading comprehension

-unit quiz

Formative:

-Group discussion: Tell us something about

your favorite trip.

-Padlet: Students to talk about the different

sayings for target words.

Summative:

-Journey writing

-reading comprehension

- vocabulary dictation

Formative:

-Padlet :How to make contribution to the

country and society?

-Making a video to introduce an unsung

hero.

Summative:

-Writing for school magazines to introduce

an unsung hero in campus.

-reading comprehension

- Crossword puzzle

-end of year exam

Year 8 CFL2 (Chinese as a First Language)

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of

Work

(What will

students

know?)

单元一 情感歌吟《秋天的怀念》《藤野

先生》

• 掌握读读写写的生字词，并且灵活

运用

• 理解课文内容，体会作者是怎样透

过生活中的小事来表达自己对母亲、

对老师的怀念

• 培养学生关心长辈、尊敬长辈的思

想品质

单元二 古诗三首《望岳》《游山西

村》《黄鹤楼》

单元三 多彩四季《春》《济南的冬

天》《雨的四季》

• 掌握读读写写的生字词，并且灵

活运用

• 学习朗读，注意重音和连读，感

受课文中丰富多彩的景物之美，

激发对大自然、对人生的热爱

• 准确、流利、有感情的朗读，熟

读成诵，注意节奏和韵律

• 初步了解古代诗歌的一些常识，

学习欣赏古诗

单元四 文言文《世说新语二

则》《杞人忧天》

• 积累常见的文言词语

• 阅读浅易文言文

• 能借助注释和工具书理

解基本内容。

单元四 文言文

单元五 议论文《应有格物致知

的精神》

• 掌握读读写写的生字词，

并且灵活运用

• 认识议论文三要素

• 认识比喻论证、对比论

证、举例论证和引用论

证的定义以及艺术效果

单元六 说明文《苏州园林》

• 掌握读读写写的生字词，并且灵

活运用

• 学习说明性文章，了解说明文的

文体特点

• 掌握说明文的文体特点、常见的

说明方法和说明对象

• 掌握举例子、列数字、打比方、

作比较等说明方法

Skills

(What will

students be

able to do?)

单元一 情感歌吟

• 透过多种方式的朗读、交流体会人

物的内心情感

• 理解人物描写手法，抓住文中人物

的动作、神态、语言描写来阅读

• 能运用细节描写写一篇记事的记叙

文

单元二 古诗三首

单元三 多彩四季

• 品读景物描写的方法

• 通过比较，分析不通文章写景的

不同特点，养成观察自然、社会

生活的习惯，运用在写作中。

• 运用景物描写手法写景

单元四 文言文

• 积累文言字词

• 疏通文意

• 掌握文言文翻译方法

• 复述寓言故事

单元五 议论文

• 运用比喻论证、对比论

证举例论证和引用论证

的写议论文

单元六 说明文

• 运用说明方法写文章，学会抓住

特征来说明事物

• 体会说明文语言的严谨、准确

Assessment

(How will

students show

their

learning?)

• 每周听写

• QUIZLET练习与测试

• 课堂练习

• 写作练习

• 每周听写

• QUIZLET练习与测试

• 课堂练习

• 写作练习

• 阶段测试

• 每周听写

• QUIZLET练习与测试

• 课堂练习

• 每周听写

• QUIZLET练习与测试

• 课堂练习

• 写作练习

• 阶段测试

• 每周听写

• QUIZLET练习与测试

• 课堂练习

• 写作练习

• 年末考试

Year 8 EAL (English as an Additional Language)

Term 1 Term 2

Week 1-6 (Unit 1- Places) Week 7-16 (unit 2- Festivals and Celebrations) Week 1-5 (Unit 3- The Internet and Technology) Week 6-11 (Unit 4- Weather and Climate)

Knowledge/ Units

of Work

(What will students

know?)

Listening 1

A podcast about

homes around the world

Listening 2

A profile of Stanley

Park in Vancouver, Canada

Speaking

Deciding if ideas are relevant

Writing

Evaluating positives and negatives

Listening 1

Interviews about

three cultural festivals

Listening 2

A discussion about

Thanksgiving in the US and Canada

Speaking

Creating a persuasive argument

Writing

Identifying important information

Listening 1

A student radio

programme about developments

in robotics

Listening 2

A news report about

how computers affect memory

Speaking

Evaluating advantages and disadvantages

Writing

Identifying appropriate answers

Listening 1

A student discussion

on how weather affects people’s

moods

Listening 2

A news report on

global warming and its effects on

rainforests

Speaking

Evaluating effects

Writing

Analyzing graphs

Skills

(What will students

be able to do?)

Key listening skills

Predicting content using visuals

Distinguishing fact from opinion

Additional skills

Understanding key vocabulary

Predicting content using visuals

Listening for main ideas

Listening for detail

Listening for opinion

Taking notes

Synthesizing

Pronunciation for listening

Vowel sounds /eɪ/, /ɒ/, /ɪ/, /ʌ/

Speaking skills

Signposting an opinion

Organizing information for a presentation

Writing skills

Write descriptive sentences

Key listening skills

Taking notes

Listening for main ideas

Additional skills

Understanding key vocabulary

Predicting content using visuals

Listening for detail

Synthesizing

Pronunciation for listening

Emphatic stress

Speaking skills

Making suggestions

Agreeing and disagreeing

Writing skills

Paragraph organization: organizing sentences into

a paragraph

Key listening skills

Listening for reasons

Additional skills

Understanding key vocabulary

Using your knowledge

Listening for detail

Taking notes

Synthesizing

Pronunciation for listening

Consonant sounds /s/, /ʃ/, /ʧ/

Strong /./ and weak /ə/

Speaking skills

Giving a spoken report

Giving additional and contrasting information

Writing skills

Topic sentence

Key listening skills

Predicting ideas from research

Additional skills

Understanding key vocabulary

Using your knowledge

Listening for main ideas

Listening for detail

Taking notes

Synthesizing

Pronunciation for listening

Rising and falling intonation to

understand mood

/ɒ/ and /əʊ/

Speaking skills

Linking words to explain cause and effect

Writing skills

Topic sentences for descriptive paragraphs about a graph

Supporting sentences

Giving examples: like, such as and for example

Assessment

(How will students

show their

learning?)

Speaking: Give a presentation about an

interesting place

Writing: Describe the place where you live. Write

about

its positives and its negatives.

Speaking: Choose an event from a festival and

persuade your group to go to it

Writing: Describe a festival or special event.

Speaking: Present a report about a device or technology

Writing: The internet wastes our time. It does not help us

do more work. Do you agree or disagree?

Speaking: Give a presentation about climate change

Writing: Compare the weather in two places, using

information from graphs.

Year 8 EAL (English as an Additional Language)

Term 3

Week 1-6 (Unit 5- Sports and Competition) Week 7-16 (Unit 6- Business) Week 7-16 (Unit 7- People) Week 7-16 (Unit 8 - The Universe)

Knowledge/ Units

of Work

(What will

students know?)

Listening 1

A student

presentation on unusual sports

Listening 2

A discussion about

money in sports

Speaking

Building a strong argument

Writing

Analyzing a diagram

Listening 1

A conversation

between a business student and

a professor about a project

Listening 2

A conversation

between a business owner and a

consultant

Speaking

Identify solutions to problems

Writing

Organizing events chronologically

Listening 1

A student presentation on creative people

Listening 2

A student

conversation about a project

Speaking

Evaluate the importance of ideas

Writing

Categorizing ideas

Listening 1

A radio programme about space travel

Listening 2

A discussion on

funding for space exploration

Speaking

Finding the best solution to a problem

Writing

Evaluating arguments

Skills

(What will

students be able

to do?)

Key listening skills

Listening for bias

Listening for supporting opinions

Additional skills

Understanding key vocabulary

Listening for main ideas

Listening for details

Listening for opinion

Taking notes

Synthesizing

Pronunciation for listening

Making corrections

Speaking skills

Emphasizing a point

Asking for and giving clarification

Writing skills

Ordering events in a process

Removing unrelated information

Key listening skills

Listening for numbers

Additional skills

Understanding key vocabulary

Using your knowledge

Listening for details

Listening for reaction

Making inferences

Taking notes

Synthesizing

Pronunciation for listening

Pronouncing numbers

Speaking skills

Giving advice

Writing skills

Adding detail to main facts

Key listening skills

Listening for attitude

Additional skills

Understanding key vocabulary

Using your knowledge

Listening for details

Taking notes

Synthesizing

Pronunciation for listening

Intonation for emotion and

interest

Speaking skills

Time order

Examples and details

Writing skills

Concluding sentences

Key listening skills

Understanding meaning from

context

Additional skills

Understanding key vocabulary

Predicting content using visuals

Listening for details

Listening to an introduction

Taking notes

Synthesizing

Pronunciation for listening

Words with easily-confused

sounds

Speaking skills

Turn-taking

Showing levels of agreement

Writing skills

Essay organization

Assessment

(How will

students show

their learning?)

Speaking: Have a discussion about money in sport.

Discuss arguments for and against high salaries of

athletes.

Writing: Describe the Sydney Triathlon.

Speaking: Give advice to a failing business

Writing: Write a narrative paragraph about the history of

a business.

Speaking: Give a presentation about a remarkable

person

and his or her work

Writing: Who do you think is a good role model? Why?

Write a paragraph explaining the qualities that make

that person a good role model.

Speaking: Discuss how to get children interested in space

exploration

Writing: Should governments spend more money on space

exploration? Give reasons and examples to support your

opinion.

Year 9

Curriculum