--- title: "Curriculum by year group - year 8" url: "https://www.unity.blackpool.org.uk/curriculum/curriculum-by-year-group-year-8" school: "Unity Academy Blackpool" --- # Year 8 Curriculum | Subject | Autumn Term Sept - Xmas | Spring Term January - Easter | Summer Term Easter - July | |---|---|---|---| | **English** | [Journeys – The Origins of Drama](https://drive.google.com/file/d/1_08khPU2VmueJPlzqcInVflbt4H9n1SL/view?usp=sharing) Language-Antigone, alongside various Myths and Legends | Love and Conflict – Medieval to Modern – Book Thief, Birdsong, The Children of Terezin and Beowulf | Social Issues –Introduction to Rhetoric: Julius Caesar, 20th and 21st century speeches, persuasive writing | | **Maths** | **Algebraic Thinking** - [Sequences](https://drive.google.com/file/d/1-clXNRTKaRWVhs7wSzdHK4dFv0VofJ9-/view?usp=sharing), Using algebraic notation, equality and equivalence Place Value & Proportion - Place value, ordering integers and decimals, fraction, decimal and percentage equivalence. | **Application of Number** - Solving problems with addition, subtraction, multiplication and division. **Directed Number** - Operations and equations with directed numbers. **Fractional thinking** - addition and subtraction of fractions. | **Lines & Angles** - Constructing, measuring & using geometric notation, developing geometric reasoning. **Reasoning with number** - Developing number sense, sets & probability, prime numbers and proof. | | **Science** | **Cells and Microscopes** - The different types of cells in animals and plants, and the development of microscopes which have allowed us to gain this understanding. Atoms and the Periodic Table - The particles that make up all matter and how the development of the Periodic Table aids our understanding of elements and chemical reactions. | **Energy** - The energy stores and transfers that allow all interactions in the world around us to happen. Separating Chemicals - The techniques used in chemical separating processes and how these can be used in everyday life. | **Reproduction** - The male and female reproductive systems and how babies develop in the womb. Forces - The contact and non-contact forces that underpin the physical interactions in the universe. | | **History** | History skills and Blackpool Migration through time with Anglo Saxon depth study. | The Norman Conquest Power and control in Norman England Life in the Middle Ages | The impact of the Renaissance and Reformation on England Elizabeth I depth study | | **RE** | **Judaism** Studying the actions of the key prophets Abraham and Moses. Students will continue to study the events after the Exodus from Egypt and finish the unit by examining the importance of the Torah and the Synagogue. **Christianity** During this unit students study key religious figures in Christianity such as Jesus, as well as examining places of worship and key Christian beliefs. Students will also examine the authority of the Bible and its importance to the Christian faith. | **Islam** When students study Islam they will start with an in-depth look into who Muhammad was and why he is so significant to the religion of Islam. Students will also examine places of worship as well as the key beliefs such as the Five Pillars of Islam. **Hinduism** The unit on Hinduism begins looking at the Trimurti and the role of deities with Hinduism. Students will then move on to examine Hindu holy scripture as well as places of worship and key beliefs. | **Sikhism** Students will begin the unit on Sikhism by studying its founder, Guru Nanak, and the rest of the Ten Gurus. Students then examine places of worship and also how Sikhs show their faith and dedication to their religion and carry out the teachings of the Gurus **Buddhism** The first focus of the Buddhism topic is investigating who the Buddha actually was. This then moves on to look at his teachings and their significance to the religion of Buddhism. Then students study places of worship and also the differences between Buddhism and the other major world religions. | | **Geography** | **Being a geographer**- what is geography, human and physical geography, map skills **Our Planets Past** - History of the earth, rocks and geology | **Our Active Planet** - Structure of the earth, how earthquakes and tsunamis are formed. **Rivers and flooding**- Structure of a river, erosion, river management. | **Investigating settlements** - How are towns and cities formed, structure of a city, employment and sustainability. Blackpool and Poulton fieldwork, human fieldwork skills. | | **Computer Science** | **Modelling Data** The spreadsheet unit for Year 7 takes learners from having very little knowledge of spreadsheets to being able to confidently model data with a spreadsheet. The unit uses engaging activities to progress learners from using basic formulas to writing their own COUNTIF statements. This unit will give learners a good set of skills that they can use in computing lessons and in other subject areas. | **Using Media: gaining support for a cause** During this unit, learners develop their understanding of information technology and digital literacy skills. They will use the skills learnt across the unit to create a blog post about a real-world cause that they would like to gain support for. Learners will develop software formatting skills and explore concerns surrounding the use of other people’s work, including licensing and legal issues. | **Programming in Scratch** This unit is the first programming unit of KS3. The aim of this unit and the following unit (‘programming 2’) is to build learners’ confidence and knowledge of the key programming constructs. Importantly, this unit does not assume any previous programming experience, but it does offer learners the opportunity to expand on their knowledge throughout the unit. The main programming concepts covered in this unit are sequencing, variables, selection, and count-controlled iteration. All of the examples and activities for this unit use Scratch 3. | | **French** | Talking about likes and dislikes. Identifying cognates. Describing yourself. Talking about other people. Describing someone else. | Talking about school subjects. Giving opinions and reasons about what you like/don't like at school. Learning to tell the time. Describing your school day. Talking about food in the school canteen. | Talking about technology and what sports and activities you do. Saying what you like doing and describing what other people do. | | **Art** | **Elements and Creatures** | Ancient world | Abstract portrait & Descriptions | | **Textiles** | Learn how to carry out a range of hand embroidery stitches. Learn how to sew on a button. Make a needle case. Design and make a mascot whilst working through the design process. Themes for mascot at teacher discretion depending on current year - previous subjects include house mascots, World / European Cup, Olympics, clubs etc. Pupils will use the embroidery stitches to join fabrics as applique and make a three dimensional product. Learn how to sew **(Ent Curr)** | Learn how to carry out a range of hand embroidery stitches. Learn how to sew on a button. Make a needle case. Design and make a mascot whilst working through the design process. Themes for mascot at teacher discretion depending on current year - previous subjects include house mascots, World / European Cup, Olympics, clubs etc. Pupils will use the embroidery stitches to join fabrics as applique and make a three dimensional product. Learn how to sew **(Ent Curr)** | Learn how to carry out a range of hand embroidery stitches. Learn how to sew on a button. Make a needle case. Design and make a mascot whilst working through the design process. Themes for mascot at teacher discretion depending on current year - previous subjects include house mascots, World / European Cup, Olympics, clubs etc. Pupils will use the embroidery stitches to join fabrics as applique and make a three dimensional product. Learn how to sew **(Ent Curr)** | | **Graphics** | Design, Develop and produce a gift toy to be given away in a happy meal. Cubbee characters are made up of different sized boxes. Students must design a set of unique superheroes or supervillains. Computer aided design will be introduced and students will develop their ideas digitally. Students will develop a logo and symbol to brand their character and finally students will develop skills using photoshop to create an advertising poster. | Design, Develop and produce a gift toy to be given away in a happy meal. Cubbee characters are made up of different sized boxes. Students must design a set of unique superheroes or supervillains. Computer aided design will be introduced and students will develop their ideas digitally. Students will develop a logo and symbol to brand their character and finally students will develop skills using photoshop to create an advertising poster. | Design, Develop and produce a gift toy to be given away in a happy meal. Cubbee characters are made up of different sized boxes. Students must design a set of unique superheroes or supervillains. Computer aided design will be introduced and students will develop their ideas digitally. Students will develop a logo and symbol to brand their character and finally students will develop skills using photoshop to create an advertising poster. | | **Food** | **Healthy eating** Understanding the Eatwell guide and the 8 tips for healthy eating. Cooking everyday food. Learn how to cook everyday food (Ent Curr) Pupils will cook: Coleslaw, tomato soup, pasta gratin, cheese scones, apple crumble, curry and small cakes. | **Healthy eating** Understanding the Eatwell guide and the 8 tips for healthy eating. Cooking everyday food. Learn how to cook everyday food (Ent Curr) Pupils will cook: Coleslaw, tomato soup, pasta gratin, cheese scones, apple crumble, curry and small cakes. | **Healthy eating** Understanding the Eatwell guide and the 8 tips for healthy eating. Cooking everyday food. Learn how to cook everyday food (Ent Curr) Pupils will cook: Coleslaw, tomato soup, pasta gratin, cheese scones, apple crumble, curry and small cakes. | | **PE** | **HANDS/HEAD** ROUNDERS & NETBALL I know the basic rules in a variety of sports Refine and link specific skills and techniques from different activities, within and between different activities **HEART** LEADERSHIP I can lead a small group in different situations given support and ideas **HEART** FITNESS In have a basic level of fitness that I apply in activities and competitive situations I understand the benefits of fitness levels and health-related preparation on performance in sport or physical activity | **HANDS** FOOTBALL & HANDBALL Refine and link specific skills and techniques from different activities, within and between different activities Display skills in a pressured environment from a variety of activities. Using these skills in a competitive situation **HEART** TRAINING METHODS In have a basic level of fitness that I apply in activities and competitive situations I understand the benefits of fitness levels and health-related preparation on performance in sport or physical activity **HANDS/HEAD** BADMINTON Refine and link specific skills and techniques from different activities, within and between different activities I know the basic rules in a variety of sports | **HEAD** ATHLETICS & CRICKET Understand the differences in performers and how this effects performance Explain some of specific skills needed for an effective performance **HANDS** CRICKET Refine and link specific skills and techniques from different activities, within and between different activities Display skills in a pressured environment from a variety of activities. 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