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Y8 Parents’ Evening
Tue 4th March / Wed 5th March 2020
Please see Options Page for more information.
In year 8 students will continue to develop their artistic practise, creative thinking and cultural understanding.
In term 1 we will look at war and conflict, in particular propaganda. This will support their understanding of SOL in both English and History. Students will develop an awareness of how art is used to raise awareness and how they can use it themselves. To build on their prior knowledge, students will be encouraged to draw from observation and develop their accuracy and use a variety of visual language techniques in order to express specific ideas and emotions successfully. They will look at the work of artists and be taught how to evaluate their own work and that of others through the use of thinking tools. They will be encouraged to make their own choices. They will also explore collage and printing techniques.
An introduction to dance for year 8. They will be looking at basic actions and relationships within the topic of urban dance. They will be learning to rehearse, choreograph and perform work in groups of varying sizes. Within the topic they will be assessed within a baseline performance and towards the end of the topic to see what they have learnt.
In Key Stage 3 students will have the opportunity to experience the exciting and varied curriculum in Design and Technology. They will learn how to use equipment safely and apply this in a range of situations and processes. Students will be introduced to the broad curriculum, materials, products, designers and processes through a project which centres around music festivals. This is based on their local experience of Cultural and music festivals in Portsmouth, like Victorious. Initially they will learn how to develop ideas through bubble diagrams and researching into required knowledge. They will then cover branding, the work of designers and design communication, leading in to developing ideas that will require presentation and manufacturing skills including (but not exclusively) 3D printing, laser cutting, vinyl cutting, CAD/CAM, traditional hand tool use and machinery such as fret saws and drills. Throughout the keystage, students will learn how to evaluate and develop their own work, learning to work iteratively and to continually improve their own work.
Pupils will explore how to rehearse and perform script looking at stage instructions, given circumstances, characterisation and creative choices. Pupils will research the period, location and characters from the musical Bugsy Malone by Alan Parker and will work in groups to rehearse and perform scenes from it focusing on physical choices, vocal choices and the playwright’s intention.
Year 8 will begin by studying the First World War through the play Journey’s End and the wealth of contemporary war poetry at out disposal. The personal nature of these texts will provide students with a greater understanding of the human condition
In year 8 students will be introduced to the basis of safety cooking and use of a food room, safe preparation of food and healthy eating. They will have the opportunity to learn a range of basic food preparation skills, including using the hob, knife skills and combining ingredients.
The introduction to healthy eating is linked to current issues across Portsmouth and with the understanding that Portsmouth has a high rate of obesity. We explore the risks associated with the consumption of excess sugar and of energy drinks. In year 8, students will build on this knowledge and skills, adapting recipes applying their understanding of food science and how recipes work and the function of ingredients. They will begin to explore different diets and be exposed to the moral and cultural decisions surrounding food choice.
The main theme introduced in Year 8 is about where they live, which we believe is the next topic of conversation children have with new friends. We have organised this term into topics.
The first topic is about their home, which will be covered in the first half-term. We will help the students to talk about different types of accommodation, description of their house, their daily routine what they usually do and/or intend to do at home. This topic will also help the students to revise and consolidate their knowledge about opinion phrases, the present tense and the future tense and other basic grammatical features.
Tropical rainforests represents one of the largest most influential ecosystems on earth. Students will gain knowledge of its location, purpose, usefulness and relevance in their every day lives. Incorporating graphical skills through climate graphing, persuasive writing with regards to political decision making as well as their own decision making for sustainable futures of locations like the Amazon and Madagascar.
After half term, students will explore our future world to explore how we are adapting for the future. They will explore the challenges facing the natural world in the future including TRF future and sustainability, whilst also exploring the growth of deserts, increase in drought, shrinking ice gaps and rising oceans.
Our changing island home. Many of our students miss the fact the Portsmouth (Portsea) is actually an island. Its change over time has been dramatic and swift and as it moves forward through the 21st Century those changes have to consider so much more. From changes in the natural environment of the previous unit, we will link to the future of Portsmouth by exploring its past. From fortifications and canal networks to modern aircraft carriers and booming economy and growing student population. The future of Portsmouths population is crucial as housing developments are needed, green space is needed and the competition for space continues. Students will be able to look at the current issues facing our city, through our local MP and planners and complete fieldwork investigations to create critical thinkers and decision makers of the future.
From our economic power house of the south, to the economic powerhouse of the east – Made in China will following exploring rapid global development, technological changes and an increasing demand for the overseas workforce. Students will look at China as an NEE and rapidly growing economy, investigate why everything seems to be ‘made in China’ and questioning the ethics of cheap labour, working conditions and supply vs demand of a global market.
With the change of the clocks comes the change in the weather and students will explore how the UK weather develops and is affected by the areas around us. GCSE taster lessons are included here where we will look at Tropical Storms, what ingredients they need, how they affect people and what can be done to manage the risks posed by them. Coming back closer to home, students will complete an enquiry to explore how microclimates develop and affect our island home. The impacts of man made structures, green space and developments on our city and how they affect temperature, weather and lifestyle. Asking the question why is the weather so different in Southsea compared to North End? Followed by where on the school site would be the best locations for solar panels/ wind turbines?
Our summer term ends with a chance to explore ‘Geography in the News‘, a look at current affairs and the news. The ability to pick fact from fiction, to understand the way photographs can be used to portray inaccurate news but ultimately learning how our knowledge of Geography can help us to unpick news stories and understand them more fully. From conflict in war zones to the divided opinions of local people of local, national and global issues such as climate change, business and globalisation. Students will be able to select elements of the news to investigate showing how Geography is a cross-curricular subject providing a wealth of transferable skills to take all students forward in their preferred options.
We will be looking at crime and punishment within the UK. Tracking the different punishments used throughout History, and how they have developed. How the policing system in Britain has developed. Students will gain an understanding of the legal system in the country, and how it has developed into our modern system. They will look at a case depth study of Jack the Ripper to understand Victorian Britain, and develop empathy for the Victorian women and the science behind the investigation. Students will build on their skills of using Historical evidence, and their judgements when it comes to specific pieces of evidence along with the utility of that evidence. We will finish with the last person in the UK to be sentenced to death. Our End point will be tracking the changing ways that crime and punishment has developed from 1066 to the present day.
Year 8 will begin their study of War and Conflict in the 20th Century. They will be focusing in on the different causes of War and conflict, using the Historical skill of Significance. We will focus on the impact of war, on a local and global scale, with a depth study of WW1, and WW1 poetry and the home front. We will look at the changing technology of war, and how different wars have been fought.
We will focus on the major wars throughout History, looking at the differences between Hot and Cold Wars, alliance systems, the causes and consequences of different wars, including a study into the Cold war and Korea and Vietnam. Students will develop their Historical chronology skills, as well as building on their evidence and Historical knowledge throughout the course.
The year 8 summer term will focus on power and the people. We will look at a number of different groups in society who have been repressed, and how they begin to change their fortune. We will look at several groups throughout History, including women, the Suffragists and the Suffragettes, the Civil Rights movement in America, with a focus on Martin Luther King and Malcolm X, we will look at the LGBT+ community, as well as the development of feminism in 1960s America and the legislation that begins to change the law for women. We will be using skills of interpretation here, as the students begin to build their empathy towards repressed people and how they have fought for power, and fought to change their circumstances.
To finish the year we will undergo a short module looking at Genocide. We will continue to theme of repression to look at the Jewish repression during the Holocaust, the Armenian Genocide, Rwandan and Cambodian Genocides, looking at how dangerous people can get into power and how the atrocities were allowed to happen. Teaching the students to be upstanders, rather than bystanders, to stand up for injustice and fight for what is right in society.
Year 8 students are covering a range of topics in the opening half term: negative numbers, highest common factor (HCF) or lowest common multiple (LCM), adding and subtracting fractions and Venn diagrams. These are all key skills that build on from topics taught in year 7.
Year 8 will deepen their knowledge on representations, being introduced to scatter graphs, 2 way tables, Venn diagrams and grouped and ungrouped frequency tables. We will look at how these can be used to analyse data, and the advantages and disadvantages of each type of data representation.
We will then focus on algebraic techniques, building on prior knowledge of equations and inequalities, sequences and indices.
Students begin the year developing their knowledge of the musical elements through the study of Silent Film. They will analyse existing silent film music (how music creates mood/atmosphere) and then take on the role of composer to create music to accompany a film scene. Through this they will deepen their knowledge of the elements of music and the timbres of different musical instruments. Students will move on to learn about Blues Music. They will learn to play the 12-bar blues and a walking bass and will form small bands to play these together against a blues rhythm. They will then learn the blues scale and explore the art of improvisation. They will build on the practice techniques that they started eveloping in Y7 and start to build more confidence in performing to an audience.
In Year 8 pupils will recap and progress the 3 areas they studied at the beginning of year 7. During Fitness pupils will re-test and compare their test results from year 7. Pupils will critically evaluate their scores and provided reasoning for their improved performances. This may include natural physical maturation, better understanding of diet and improved exercise habits.
In Football / Netball pupils will be expected to perform skills in ever increasingly pressurised situations. Skills will be expected to become autonomous with schemas being developed to apply to different situations in competitive games. Pupils will be expected to critically analysis their own and others performances.
In Badminton pupils will continue to work through the same serving and overhead shots as in year 7 but will be introduced to the more advanced net shots. There will be a great focus on competition and much of the learning will take place through modified / conditioned games.
These 3 areas will give pupils as much variety as possible in one term. Through the teaching of invasion games, net/wall games and performing at maximum levels pupils will be exposed to several competitive opportunities such as inter house and inter school fixtures to develop both resilience and the necessary etiquette in victory and defeat to become the best versions of themselves.
Students start Year 8 by looking at ‘Relationships‘ and all of the sub-topics that this entails. The scheme of work starts with team-work in an effort to strengthen and build this aspect within tutor groups. The scheme then explores friendships and families before examining peer-conflict and resolution. Fortnightly Year group assemblies will examine the PSHE topics in an effort to provide a direct link.
Students learn about ultimate questions and how these link with myths that they may have heard of leading onto the idea of religious beliefs which try to answer some ultimate questions, such as ’ how was the world created?’ this allows pupils to engage in meaningful and respectful dialogue. Students are introduced to the idea of using stories to help provide education and moral messages leading them to understand about parables. and the work of Jesus.
We get students to explore their own beliefs about God and try to verbalise how/why they may have these views which follows onto developing a deeper understanding of suffering and its cause as well as why suffering makes it hard to believe in God. We address misconceptions whilst developing a secure culture of mutual respect and empathy throughout all our lessons.
Pupils are introduced to a major world religion- Judaism. Pupils have an opportunity to find out basic beliefs and teachings of the religion as well as having a taster of what life is like for a Jew. Pupils get a taster of what a Shabbat meal is as part of an experiential learning element.
We move on to look at the persecution of Jews during the Holocaust, pupils develop their skills of metacognition, empathy and understanding of the injustices faced by ordinary Jews due to extreme racism. Pupils have an opportunity to empathise with someone their age when we look into the story of Anne Frank and imagine how they may have coped in such horrific circumstances.