PROGRAMMES OF STUDY

YEAR 8
2010/2011
YEAR 8
CONTENTS
ART 4
DESIGN AND TECHNOLOGY 5
DRAMA 6
ENGLISH 7
GEOGRAPHY 8
HISTORY 9
ICT 10
MATHEMATICS 11
MFL (FRENCH and GERMAN) 12
MUSIC 13
PSHE and CITIZENSHIP 14
PHYSICAL EDUCATION 15
RELIGIOUS EDUCATION 16
SCIENCE 17

Page 3 Year 8 Programme of Studies

ART
In art at Wymondham High School, students will continue to build on the knowledge, understanding and skills learnt in
Year 7. Students will use traditional and new media; develop skills, confidence, competence, imagination and creativity.
They will learn to appreciate and value images and artifacts across different times and cultures. During the year
students will reflect critically on their own work, the work of their peers and other artists work. They will learn to think
and act like budding artists, working creatively and enthusiastically. Students will enjoy their art lessons and understand
the subject’s role in the creative industries that enrich our lives.

The Programme of Study will comprise of 3 projects that span over the 3 academic terms. The topics that will be
covered will relate to the new National Curriculum framework. These are:

TERM PROJECT CONTENT

Autumn Term Art Noveau Pattern, Surface A study of artists Gustav Klimt and Alphonse Mucha with
and Colour emphasis on pattern, surface and colour mixing leading to the
production of a cardboard relief.
Spring Term 3D African Masks Observed drawing and colour studies leading to a 3D papier-
mâché mask, decorated using a limited palette.
Summer Term The Natural Environment Working from direct observation on a large scale, leading to
a group collaboration project using Henri Rousseau as the
inspiration.

The First Term

The aim of the first project in September will be to re-establish department expectations and give all students the
opportunity to develop their previous learning experiences of different media, materials and skills.

The Sketchbook
Most students will continue to make use of their A4 sketchbook that they used for Year 7. In the sketchbook students
will draw as a method of recoding and enquiry; collect and gather visual information; make judgements; use appropriate
visual and written information.

Work in a Variety of Media

The projects will be centred on observed drawing techniques with students experimenting with different media and
equipment such as pencil (graphite sticks), printing inks, oil/chalk pastels, watercolour, cardboard, PVA, string and
papier-mâché.

Discussion
Students will be expected to participate in class discussions and critiques, discuss and review their work with that of
their peers and make independent decisions that reflect an awareness of their own learning.

Imagination and Creativity

Students will be expected to develop ideas from a variety of sources and communicate and express their ideas and
feelings through visual and other forms including the work of historic or contemporary artists, music and the natural
world.

ASSESSMENT
All students work will be assessed verbally and formally throughout the academic year. Students will receive a formal
assessment sheet filled in by their teacher at the end of each project which will allow them to assess their effort and
achievement in relation to the National Curriculum levels of attainment. By developing and using sets of values to
evaluate their own and others’ work, students will be able to increase confidence in their own opinions, in their feelings
of self-worth and in their ability to relate to others.

Page 4 Year 8 Programme of Studies

DESIGN AND TECHNOLOGY
The Design and Technology course in Year 8 at Wymondham High builds on
the experiences and skills students gained in the subject during Year 7. D&T
is a Key Stage 3 Foundation Subject, ensuring that all students receive an
entitlement during the year to have lessons in Resistant Materials, Graphic
Products, Systems and Control, Textiles Technology and Food Technology. This
is done through a rotation system, with each class spending a minimum of 8
weeks in each area.
In Design and Technology students combine practical and technological skills with
creative thinking to design and make products and systems that meet human needs.
They learn to use current technologies and consider the impact of future technological
developments. They learn to think creatively and intervene to improve the quality of life,
solving problems as individuals and members of a team.

In Year 8 the units of work will be:

• Food Technology: Licence to Cook programme
• Textiles Technology: Olympic Pennant project
• Systems and Control: Steady Hand Game or Audio amplifier project
• Resistant Materials/Graphic Products: Mobile phones of the future
• Cracking Contraptions and Marionettes
As part of the Government’s policy on charging for school activities, and in line with Assessment
Norfolk County Council’s Charging and Remission Policy, the students will be asked to Each project undertaken
make a nominal payment for the items they produce and take home. A one off charge of will be assessed in some
£3 will be made for the project work undertaken in Resistant Materials, Graphic Products or all of the following 5
and Systems and Control this year. For Food Technology, students will be required to areas: Research, Designing,
bring their own ingredients. Some Textiles projects will require students to bring their Planning, Making and
own materials, these can be new or recycled. Evaluating. Students’ work
is assessed according to
the Attainment Targets
as set out in the National
Curriculum for Key Stage 3.

Page 5 Year 8 Programme of Studies

DRAMA
Term One: Units 1 & 2
A series of lessons on Improvisation will introduce students to the concept of status in drama. Students will:
• Learn the following technical vocabulary: blocking, building, status, duologue.
• Demonstrate their ability to apply the concept of status when appraising drama.
• Consolidate their ability to use movement, space, expression and posture to convey meaning.
• Demonstrate their understanding of how status is gained, communicated and maintained.
• Learn to use status as a concept for analysing text.
Exploration of Pantomime style and origins
• Learn the origins of pantomime and how it means something different in today’s society.
• Fairy Tales – examine the idea that pantomimes are based around well known fairy tales.
• Explore audience participation – a vital part of any pantomime.
• Devise mini pantomimes.
Term Two: Units 3 & 4
A series of lessons focusing on a whole class drama and movement will enable students to consolidate work started
in Year 7. Students will:
• Learn the following technical vocabulary: teacher in role, hot seating, flashback, conscience alley,
non-naturalistic.
• Learn to structure work using ‘flashback’ as a dramatic convention.
• Learn how to respond to ‘teacher in role’ and to ‘hot seat’ a person in role.
• Consolidate their ability to sustain listening, concentration, co-operation and observation skills as part
of the whole group.
Exploration of a text (TBA)
• Consolidate and extend their previous work on use of space, movement and sound.
• Develop an understanding of character and point of view.
• Explore dramatic structure and the craft of the playwright.
• Explore themes through the text.
Term Three Units 5 & 6
A series of lessons will introduce students to different Theatre Forms/Genres through a cross curricular topic with art
and music. Students will:
• Learn the following technical vocabulary; protagonist, proscenium, traverse, theatre in the round,
playing the action.
• Learn to create an effective opening and climatic ending when making and performing Drama.
• Learn to appreciate and appraise the importance of dramatic structure.
• Demonstrate how their understanding of different types of staging can create different effects on
the audience.
• Understand the key features of different theatrical genres.

Shakespeare group activities exploring the History of Shakespeare and Theatre. Students will:
• Learn origins of language through fun activities exploring Elizabethan insults.
• Explore extracts from plays e.g. Romeo and Juliet, Macbeth, Twelth Night, and Midsummer Night’s
Dream.
• Use language exploration/script extract as a starting point for Improvisations and text work.
• Explore Elizabethan Theatre.
ASSESSMENT
Individual self-assessment, target-setting, teacher assessed performance work against subject specific criteria.

Page 6 Year 8 Programme of Studies

ENGLISH
English is a Core Subject and follows the National Curriculum for Key Stage 3
with final assessment at the end of Year 9. Students will develop skills in three
areas: Speaking & Listening, Reading and Writing.
The areas of work for this year will include the following units:
• Prose fiction – to include pre-1914.
• Drama (including modern texts).
• Poetry.
• Media and non-fiction texts.
• Other cultures (fiction and non-fiction).
• Shakespeare (in preparation for Year 9).

Students will have the opportunity to read a variety of texts, learning about writers’
techniques. They will build on their learning in Year 7 by focusing on Spelling, Word,
Reading, Writing and Speaking & Listening objectives as recommended by the Key Stage
3 National Strategy Framework for English.

Assessment
Students are assessed
in the three Key Stage 3
areas. A common task is set
every half term. Students’
exercise books and best
work are marked on a
regular basis.

Page 7 Year 8 Programme of Studies

GEOGRAPHY
The aim of Year 8 Geography is to inspire students to become more aware
of the sustainability issue. They will develop a clear understanding of some
major issues facing the world, and suggest ways in which people (including
themselves), can help to prevent or reduce these problems.

Students study six units of work across the year

1. People and Planet
Can the planet cope with two billion more people? Students learn some basis about
global population; from where people live, or don’t, and why; to how and why population
is changing over time. They then consider the relationship between population and
resources, before finally having a go at answering the above question as convincingly as
possible!

2. Global Warming
What is it and does it matter? If it does, is there anything we can do? Students are
provided with the opportunity to explore the answers to these important questions. ASSESSMENT
3. Energy Matters There are 6 common
assessments over the
Students will get to grips with this very contemporary issue, looking at questions such
year, as well as regular
as: is oil really running out? How different would the world be without it? Should we be
assessments which may
finding alternatives to oil and coal as energy supplies anyway? They will consider the pros
take one of several forms
and cons of ‘alternative’ energy and give convincing points of view.
(e.g. a written report,
4. Brazil and the Rainforest oral presentation or an
annotated map). These
Students begin to get to grips with the concept of inequality by focusing on Brazil. They
assessments are given
consider how inequality affects people’s quality of life. While looking at Brazil they also
a national curriculum
get an insight into the magnificent rainforest eco-system that is found in the Amazon
level, which is recorded,
basin – and they learn about its value and how it is threatened.
along with targets, in
5. Weather and Climate the tracking sheet in the
Have you ever wondered why it rains and where all the rain water goes? Why, when the students’ exercise books.
weather here is great, is it often great for five or more days? Why does the Caribbean Regular marking takes
have a much nicer climate than ours? These are some of the questions our Yr 8s will find place throughout the year
answers to in this module. by the teacher but we also
encourage self- and peer
6. Coasts – Living on the Edge assessment as this helps
Students learn how and why our coastline is changing. They learn why it looks so students better understand
different in different parts of the UK and they have the chance to study Happisburgh, how to improve.
North Norfolk, in depth – becoming experts at explaining costal erosion there and
hopefully learning to empathise with the different interest groups faced with this rapidly
retreating coastline.

Page 8 Year 8 Programme of Studies

HISTORY
History is a Foundation Subject and follows the Programme of Study and
Attainment Targets as set out in the National Curriculum for Key Stage 3. The
work for this year will involve the study of the following units: Elizabethan
England, Civil War, British Empire and Industrial Revolution.

1. How Divided was Tudor Society?

• An overview of the rulers 1485–1714.
• Religion: Why did Henry VIII leave the Catholic Church?
• Dissolution of the monasteries.
2. Why did the English fight each other?
• What was the fighting like?
• Skirmishes or battles?
3. Was Oliver Cromwell a great leader?
4. Slavery and The British Empire
• What was it like to rule?
• What was life like for the ruled?
5. Did the Industrial Revolution improve life in Britain?
• What were the benefits of industrialisation?
• What was life like for children in the Mills?
Assessment
• Why was life in Victorian towns so bad? Students will compile
a profile of work which
Information Technology will contain common
It is the policy of the department to encourage the use of ICT when students produce assessment tasks which will
homework. They will also be set a specific ICT task to complete. be undertaken by the whole
year group.
During the year all students
will be assessed on the
work completed and given a
National Curriculum level of
attainment.

Page 9 Year 8 Programme of Studies

ICT
Unit 8 Public information systems
In this unit students collate data from a variety of sources to develop a daily information
service about weather. They will use a range of sources, eg a school weather station,
measurements, satellite (remote sensing), the internet, other files.

Unit 9 Publishing on the web

In this unit students learn how to design and build an interactive web page, on a subject
of their choice that can be published on the worldwide web or school intranet. They learn
how to control on-screen events and the flow of information accessed through a web
page.

Unit 11 Data - use and misuse

In this unit students investigate the large-scale use of data by commercial organisations.
The unit is based around the use of ICT in the retail industry and students find out about
electronic stock control systems, including the use of bar codes and electronic point of
sale (EPOS) systems, and loyalty cards. The social implications of loyalty cards and EPOS
cards are emphasised.
Students are introduced designing databases in Access, collecting and organising
information and presenting data in reports.

Unit 12 Systems
This provides them with the opportunity to develop further their expertise in the use of
spreadsheets and databases, together with word-processing, presentation and desktop
publishing software, vector and bitmap-based graphics software and e-mail and games
software.
Students will also consider the impact of ICT on individuals, communities and society,
including the social, economic, legal and ethical implications of access to, and use of, ICT.

Page 10 Year 8 Programme of Studies

MATHEMATICS
Mathematics is a Core Subject and follows the Programme of Study and
Attainment Targets as set out in the Key Stage 3 National Strategy: Framework
for Teaching Mathematics, with final assessment at the end of Year 9. The
Programme of Study and Attainment Targets are: Using and Applying
Mathematics; Shape, Space and Measures; Handling Data; Algebra; Numbers
and the Number System; Calculating.
In order to embrace the recent changes to the Key Stage 3 curriculum, resourcing for
this scheme is currently being changed from the Heinemann ‘Impact Maths’ texts to the
Collins ‘New Maths Frameworking’ series.

Shapes, Space and Measures

• Angles.
• Shape & solid figures.
• Perimeter, Area and Volume.
• Measures.
• Simple transformations.
Handling Data
• Probability.
• Collecting & representing data.
• Calculating averages & spread. Assessment
Algebra Assessing and testing will
be on a regular basis with
• Manipulating simple expressions.
results and levels detailing
• Patterns, formulae and problem solving.
student performance
• Forming & solving equations.
inserted into exercise
• Graphs.
books. Wall displays in
Numbers and the Number System classrooms help students
• Place value & properties of number. to assess their own level
• Fractions, percentages & decimals. and to see what skills are
• Ratio. needed to progress further.
Optional SATs testing will
Calculating take place at the end of
• Calculations associated with ‘numbers and the number system’. Year 8 to assess students’
• Understanding how and when to use precise calculations. progression.
• Understanding how and when to use sensible approximations.

These modules will be presented in such a way that using and applying Mathematics will
be an integral part of the programme. Students will work on investigations and practical
tasks as they progress through the units. Applying mathematics to real life situations
(functional mathematics) is now considered to be an important part of the curriculum.
Laptops are available within the department in order to explore interactive elements of
the curriculum.

Page 11 Year 8 Programme of Studies

MODERN FOREIGN LANGUAGES
Modern Languages is a Foundation Subject and follows the Programmes of
Study and Attainment set out in the National Curriculum for Key Stage 3. The
study of French and German in Year 8 combines a topic and situation-based
approach, building upon grammar and vocabulary in Year 7. Teaching time is
equally divided between both languages.
Teaching and Assessment will focus on the four Attainment Targets of the National
Curriculum: Listening, Speaking, Reading and Writing.

French
Coursebook: Expo 2 (vert and rouge)
Topics covered in Year 8 include:
Module 1: families, jobs, weather, a typical day
Module 2: last weekend, last night, television, outings, weekend
Module 3: going out, excuses, clothes, shops
Module 5: countries, and holidays
The grammar and structures studied in Year 7 are extended with a wider use of tenses.

German
Coursebook: Echo 1 and 2 Assessment
The topics covered in Year 8 include: Students will be assessed in
the four Attainment Target
Echo 1 Module 5: Home
skills of Listening, Speaking,
Echo 1 Module 6: Town and local area Reading and Writing. They
will be expected to be
Echo 2 Module 1: Holidays
working between levels
Echo 2 Module 2: Shopping and food 2 and 5 in French and
Echo 2 Module 3: After school and free time between 2 and 5 in German.
Echo 2 Module 4: Health

Page 12 Year 8 Programme of Studies

MUSIC
Music is a Foundation Subject and follows the Programme of Study and
Attainment Target as set out for the National Curriculum for Key Stage 3. The
course develops four ‘big concepts’: Rhythm, Pitch, Texture, Structure.

Term One, 1st half

Reggae
• Students will compose and perform group arrangements in Reggae
and related styles.
Term One, 2nd half
Making Connectios
• Students will explore the use of improvisation in a variety of diverse
traditions.
Term Two, 1st half
Going Solo
• Students will learn about the interplay between soloist and ensemble
through performance and listening activities.
Term Two, 2nd half
Jazz Improvisation Assessment
• Students will learn about the key characteristics of Jazz, and compose This will be an integral part
and perform Jazz music. of the learning process and
will feature the following:
Term Three, 1st half Teacher assessment;
Night Music Self-assessment; Peer
• Students will explore the use of harmony , melody and texture, and
assessment. All students
how music reflects time and place.
will be aware of what they
will be doing, how they
Term Three, 2nd half will achieve it and why it
Film Music is important to their study
of music. Above all, each
• Students will learn how music can enhance visual images, and how
student will be encouraged
musical elements can be combined to create different intended
to develop a genuine love of,
effects.
and understanding of, the
Listening Activities world’s music.
• These will all be directly linked to the projects, and the performing
and composing tasks within them. Students will develop the ability to
analyse what they are hearing, and use musical vocabulary to express
their observations.

Page 13 Year 8 Programme of Studies

PSHE and CITIZENSHIP
Students will continue with Learning to Learn in Year 8 focussing particularly on
working effectively in teams, taking on different roles within those teams and
meeting tight deadlines.
The idea of Learning to Learn is to enhance students’ learning skills for other subjects and
make them more independent learners, but also to equip them for the workplace.

They will be taught PSHEE in the Spring Term to meet National Curriculum
guidelines. The topics covered will be:

Sex and Relationships Education

Aim: For students to have an understanding of the meaning of the word ‘relationship’ in
different contexts and to discuss various issues that young people may face.

The module will cover the following:

Different types of relationships including friendships and romantic relationships » The
basics of sex and relationships » Equipping the students with the confidence to be able to
say no if they do not feel comfortable in certain situations.

Drug Education
Aim: To make students aware of drugs in society, both legal and illegal.

The module will cover the following:

What are drugs? » Drugs in our diet – sugar and caffeine » Illegal drugs » Drug abuse.

CITIZENSHIP
Students will have one period of citizenship per fortnight which will focus on three key
themes fitting in with the National Curriculum:

Rules and Fairness, Rights and Responsibilities

• Are school rules fair?
• What rights should all children have?
• Responsibilities
• Taking part in a debate
Communities and Identities
• Belonging to a community
• Identities
• Living together in communities
• Are you a good or active citizen?
• How can we make our communities sustainable?
Being a Global Citizen
• How are you connected to the world?
• Fair trade
• How can charities help?
• Developing your campaigning skills
• How does tourism affect people

Page 14 Year 8 Programme of Studies

PHYSICAL EDUCATION
Physical Education is a Foundation Subject and follows the Programme of
Study and the Attainment Target levels as set out in the National Curriculum
for Key Stage 3.
During the Key Stage students are taught the key concepts of competence performance,
creativity and healthy, active lifestyles through a wide range of activities.
The areas of activity must cover at least four of the following:
• Outwitting opponents.
• Accurate replication of actions.
• Exploring and communicating ideas, concepts and emotions.
• Performing at maximum levels.
• Identifying and problem solving.
• Exercising safely and effectively.
During Key Stage 3 students become more expert in their skills and techniques and how
to apply them in different activities. They start to understand what makes performance
effective and how to apply these principles to their own and others’ work. They learn
to take the initiative and make decisions for themselves about what to do to improve Assessment
performance. All performance will be
Activities will be delivered in half-termly units where possible and groups may be of continually assessed and
single or mixed gender. Activities will be selected from football, rugby, hockey, netball, an internal written level
gymnastics, dance, fitness, swimming, athletics, tennis, rounders, badminton, basketball, recorded at the end of each
handball, rocketball and cricket. unit which will not just be
on the level of skill achieved
but also its application in the
sport. This is based on their
achievement against key
processes.
The student profiles are
based on the student’s
performance, knowledge
and understanding of
physical education in
relation to key processes.
Students also complete their
own physical education self
evaluation and target setting
booklet throughout the year.

Page 15 Year 8 Programme of Studies

RELIGIOUS EDUCATION
Students will study material identified in the Norfolk Agreed Syllabus for
Religious Education. During Key Stage 3 students will study Christianity
together with two other religions, Buddhism and Sikhism, in some depth and
three other religions, Islam, Sikhism and Hinduism in less detail. Students
will be taught how religions are lived out in the world today, developing an
overview of the religions in Europe and the rest of the world. They will learn
to make links and connections between religions and change in the different
topics studied.

Autumn Term
Christianity.

Spring Term
Assessment
Sikhism.
During the autumn term
Summer Term students will be given
Judaism. extended tasks on
pilgrimage. During the
spring and summer terms
students will be given
extended tasks on Sikhism
and Judaism. We would
expect the extended tasks to
be word processed.
Students’ completed work
will be assessed during and
at the end of each unit. The
assessment is designed to
test a student’s knowledge
and understanding of
religious language, belief
and practice.
The report will reflect the
students’ contribution to
class discussion, application
to written work, response
to extended tasks and the
degree of understanding
gained.

Page 16 Year 8 Programme of Studies

SCIENCE
Science is a Core Subject and follows the latest Programme of Study, as
set out in the National Curriculum for Key Stage 3, with final assessment at
the end of Year 9. The Programme of Study for Science, from September
2008, incorporates four Attainment Targets which are: How Science Works;
Organisms, their Behaviour and the Environment; Materials, their Properties
and the Earth and Energy, Forces and Space. Within the Programme of Study
the areas of work for this year will comprise:

Organisms, their Behavior and the Environment

• Keeping Healthy.
• Studying Disease.
• Life and Death.
Materials, their Properties and the Earth
• Separating mixtures.
• Atoms, elements and compounds. Assessment
Energy, Forces and Space Each topic provides a
• Magnetism. variety of assessment
• Space. opportunities both during
• Sound and Heat. and at the end of the topic.
These include aspects of
These modules will be presented in such a way that How Science Works will be an scientific knowledge and
integral part of the programme. Students will work on investigations and practical tasks understanding as well
as they progress through the topics. as How Science Works.
Each student will then
be awarded a level of
attainment for that topic.
During the year the students
will complete three longer
assessments which assess
their understanding of
two or three of the topics
together. These will occur
approximately once a
term and students will
be awarded a National
Curriculum level of
attainment.

Page 17 Year 8 Programme of Studies

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Page 18 Year 8 Programme of Studies

Wymondham High
Folly Road, Wymondham, Norfolk NR18 0QT (t): 01953 602078

(e) office@wymondhamhigh.norfolk.sch.uk
(w): www.wymondhamhigh.norfolk.sch.uk
(f): 01953 605518