Year 8 Term 2

Art and Design	Students will work in groups to design and make a large bird for the garden area. The Theme will be Fantasy Birds which will allow the students to used unrealistic colour and be bold and contemporary in approach. Each group will be given exemplars of different species of birds, all of which are completely different. The groups must together brainstorm to design their bird, size of beak, shape of body etc and colour. Once the students have designed their birds we will look at the work of Nikki de saint Phalle, Picasso and other contemporary artists (Shona Kinloch) to talk and explain to create FORM and use Plaster and Papier Mache techniques to create their 3D piece of art for their chosen site within the school grounds. The students will create something colourful which would be dramatic and make an impact on visitors and parents to brighten up their surroundings.
English	Themes	Culture: Values, Beliefs & Rituals
	Essential Questions	When a person’s individual choices are in direct conflict with his/her society, what are the consequences? Why do we need beliefs and values? What happens when belief systems of societies and individuals come into conflict? How do individuals develop values and beliefs? What factors shape our values and beliefs? How do values and beliefs change over time?
	Novels	Esperanza Rising The Giver Esperanza Rising
	Plays	40 Short Plays
	Short Stories	La Bamba by Gary Soto All American Slurp by Namioka The Party by Pam Muñoz Ryan
	Poetry	Various Poems
	Grammar	Nelson Thornes Framework English
French	This term students work in the context of free time and leisure, including watching television, going out and going to the cinema. They learn to name and describe different types of programme and film, state and justify preferences, give, accept and refuse invitations. At the same time, they develop their ability to build sentences using a range of connectives, modal verbs and verbs in different tenses, especially the future with aller, as well as improving their understanding of question types and their sensitivity to intonation. Unit 3 features young people’s attitudes to the media and also provides opportunities to research information about French film stars and popular French television programmes. Progress at word level is developed via the language of opinions and exceptions to sound–spelling rules. In unit 4 students work in the context of daily routine and helping in the home. They learn to describe their daily routine, to ask about routines of others, to understand comments about teenagers, and to describe what they do (or do not do) to help at home. Whilst working in these contexts, students learn to understand and use reflexive verbs in the present tense. They also consolidate and extend their knowledge of modal verbs and the use of the passé composé (including negatives with ne … pas and ne … jamais). The unit also provides opportunities for extended dialogues, for unscripted speech, for personalizing a model letter and for looking at the impact of vocabulary in a text. Progress at word level is developed by working on abstract expressions of time, connectives in continuous text and exceptions to sound–spelling rules.
Geography	Unit 8. Coastal environments: 1. What is weathering? How does weathering affect different types of rocks? 2. How is the coast shaped by wave action? 3. How do erosion and deposition create coastal landforms? 4. What causes cliff collapse? How can this hazard affect people and how do people respond to this hazard? 5. How are coastal areas used by people? What conflicts of interest occur over the use of coastal areas and how can they be resolved? 6. How can coastal areas be managed? What are the effects of environmental planning and management on coastal landscapes and the people who use them? Unit 13. Limestone landscapes (Oman, Coastal landscape) 1. What do I already know about the relief of England? 2. Where are some of the areas of higher land? 3. What is special about areas of massive limestone? 4. What features are typical of areas of massive limestone? 5. What is distinctive about the Yorkshire Dales? 6. What can an area of carboniferous limestone look like underground? 7. How is the landscape being changed? 8. What do I like/dislike about massive limestone scenery?
History	Unit 13. Mughal India and the coming of the British, 1526-1857 how did the Mughal Empire rise and fall? 1. How did the Mughal Empire begin? 2. What was life like during the period of the Mughal Empire? 3. How tolerant was Akbar of different religious ideas? 4. Did Aurangzeb's reign mark the beginning of the end of the Mughal Empire? 5. How did British power in India expand during the eighteenth century? 6. Why was there a rebellion against British rule in India in 1857, and what were the consequences? 7. How did the Mughal Empire rise and fall? Unit 14: The British Empire how was it that, by 1900, Britain controlled nearly a quarter of the world? 1. Where in the world was the British Empire in 1900? 2. How did overseas trade lead to the building of a powerful Empire of colonies? 3. What part did explorers, adventurers and missionaries play in creating the British Empire? 4. Did the British fight wars to gain colonies? 5. How did British people celebrate Empire Day?
ICT – Information and Communications Technology	This term you will be using a database about movies to see how ICT software allows us to interrogate data. You need to be able to carefully “frame” questions and construct filters that work across more than one field. Once you have become aware of the tools inside a database you will then be expected to set up your own database. Your information will then be exported to database software and be used to produce a report. You will also make the database more user friendly by creating a form. Learn the key terms and tool for database software; records, fields, sort and filter Create complex filters that work across more than one fields Design a questionnaire for your own database considering the types of data you will be collecting Build your own database with validation rules Produce a high quality report from your DB and make the DB user-friendly
Mathematics	1. Shape, space and measure a) Angles and bisectors b) Measures and measurements c) Transformations and congruence				Dimensions and scales Parallel Lines Triangle properties Calculating angles in polygons Circle properties Constructing triangles Metric units of area Circumference of a circle Area of a circle Finding volumes Surface area Congruence and transformations Enlargement and ratio Volume and surface area Scale drawings The midpoint of a line Finding simple loci
	2. Algebra a) Expansions and formulae b) Functions and graphs c) Equations and formulae d) Equations and graphs				Indices Further indices Simplifying expressions Expanding brackets Factorizing Gradient of diagonal lines The equation of a straight line parallel and perpendicular lines Interpreting graphs Solving linear equations Introducing inequalities Rearranging formulae Generalizing and justifying findings Factorization and formulae Graphs of proportions
Music				This term, students will be exploring European Folk Music and Caribbean Music, from Mento, Calypso, Reggae, Salsa as well as some others. They will develop an understanding of the history of people who created the music, their geographical location and their economies. Learning about, listening to and performing the different musical styles, will help them to develop their appreciation of the musics of other cultures, understand the sense of purpose and occasion inherent in the music of other cultures and broaden their international mindedness. The unit on Folk Music unit will reconnect them to the music of their ‘own’ culture and understanding of how music used to be transmitted and recording in past times. They will also learn about the strophic structure and the instrumentation found in Folk Musics from all around the world. By the end of this term, students will be able to: Sing, play and perform a traditional Folk song and a Reggae song on a variety of classroom instruments Recognize the key characteristics of Caribbean Music Recognize the key characteristics of Folk Music Tell us the geographical location and history of the different kinds of Caribbean Music Identify the musical instruments used Caribbean Music and describe how they are played Sing, play and identify modal music (a kind of musical scale) Consolidate their practicing skills and strategies Consolidate their music theory through practice Perform a 5 minute presentation on Caribbean Music to their peers
Science	1. Heat on the move a) Conduction b) Convection c) Radiation d) Insulation		Heat transfer in Solids, Liquids and Gases. Conductors – metals and non-metals. Minimisation of heat loss 3 Weeks
	2. Acids, Alkalis and Metals a) Hydrogen b) Reactivity of Metals c) Acids and Alkalis d) Neutralisation and the pH scale		Properties of Hydrogen and its uses as a fuel Reactivity series of metals and their subsequent uses Properties of acids and alkalis Neutralisation of acids by alkalis and their production of salts and water. Measurement of acidity and alkalinity 3 weeks
	3. The Earth a) Recognising different rocks b) The rock cycle c) Igneous rocks d) Sedimentary rocks e) Metamorphic rock f) Tectonic plates g) Uses of rocks h) Metals and their ores i) Salts j) Fossil fuels k) Nuclear fuel l) The Earth, treasure trove or waste dump?		Grains and crystals Reactions with acid Mantle, lava, volcanoes Weathering, erosion, transportation, deposition Layering and fossils Effects of heat and pressure Building materials Extracting metals Salt formation Formation , extraction and use of fossil fuels Benefits and hazards of nuclear fuels Earth’s resources Depositing waste 4 Weeks
	4. Forces and movement a) Forces around you b) Uses of forces c) Measuring forces d) Weight e) Mass, gravity and weight f) Friction g) Free fall h) Work done i) Gears j) Energy loss k) Humans as machines l) Muscles and energy		Pushing and pulling Changing speed, direction and shape Spring balances Balances and moments Kilograms and Newtons Speed and balanced forces Gravity, friction and terminal velocity Work and energy : Joules Ratios Calculating efficiency Bones and muscles Respiration and circulation : food, oxygen, water and heat 4 Weeks – this unit will continue into Term 3