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Almuñécar International School Year 8 Curriculum 2014-2015

Stage: 8 LONG TERM PLAN

Term 1 Term 2 Term 3

1A Writing skills workshop

04/09/14- 30/09/14

2A More on non-fiction

07/01/15- 31/01/14

3A Myths and legends from around the

world

06/04/14- 30/04/14

1B Reading (fiction) skills workshop

01/10/14- 31/10/14

2B School magazine project

02/02/14- 27/02/14

3B Learning more about fiction

04/05/14- 29/05/14

1C Speaking and listening workshop

01/11/14- 01/12/14

2C Poetry please!

02/03/14- 27/03/14

3C Television News

01/06/14- 22/06/14

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: Science Year group: 8 A Teacher: A. Ellis

No. of lessons per week: 3 Date: September 2014 – June 2015

Time scale (approximate) Topics Curriculum concepts/ skills and competencies

Learning styles Assessment Criteria; tests/ projects etc.

Autumn term Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

September Plants Unit 1 The process of photosynthesis, food chains and biomass. The structure of the leaf and chloroplast and how this relates to their function in photosynthesis. Uptake an transport of water in plants.

Investigating the conditions needed for seedling growth, discussion of fair testing. K, A Investigating oxygen production in Photosynthesis K Investigating the factors affecting photosynthesis K Reading the textbook and answering questions R/W Observing root hairs V Uptake of a dye by celery. K

Weekly homeworks on each topic Observation of practical skills Contribution to class and group activities 20 MC test

October Food and Digestion Unit 2 The main foodstuffs. The functions of each foodstuff and examples of foods containing them. A balanced diet. Digestion and absorption. The structure of complex foodstuffs. The digestive system.

Food tests carried out on known and unknown foodstuffs. K Reading the textbook and answering questions R/W The food pyramid V Discussing causes of obesity and malnutrition A Labelling digestive system V, W


Investigating the effect of amylase on starch. K Investigating assimilation using visking tubing. K

November Reproduction and development Unit 5

Gametes and fertilization. The structure of the male and female reproductive systems and how they function. The menstrual cycle Growth and development. Drugs and health.

Reading the textbook and answering questions R/W Video clip of fertilization. V Labelling and annotating diagrams of reproductive systems. V,W Drawing and annotating a menstrual cycle. V, W Analysing data on effects of drugs- comparing ideas A


December Elements and compounds Unit 7

Atoms, chemical symbols and the periodic table. Metals, non-metals and compounds. Chemical reactions and formulae

Researching elements and presenting findings A Electrolysis of water. V Reading the textbook and answering questions R/W Modelling chemical reactions. K


January Material changes Unit 9 Physical changes and chemical changes. Burning. Metals and acid reactions. Chemical reactions, formulae and chemical equations. Conservation of mass. Evidence of chemical reactions, including rusting.

Examples of physical and chemical changes demonstrated V Burning magnesium K Making sparklers K Reading the textbook and answering questions R/W Reacting metals and acids K Writing about the discovery of A. Lavoisier W Carrying out and discussing a series of reactions. K,A


Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: Science Year group: 8B Teacher: A. Ellis

No. of lessons per week:3 Date: September 2014 – June 2015



Spring term Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

February Plants Unit 1 The process of photosynthesis, food chains and biomass. The structure of the leaf and chloroplast and how this relates to their function in photosynthesis. Uptake an transport of water in plants.

Investigating the conditions needed for seedling growth, discussion of fair testing. K, A Investigating oxygen production in Photosynthesis K Investigating the factors affecting photosynthesis K Reading the textbook and answering questions R/W Observing root hairs V Uptake of a dye by celery. K


February / March Food and Digestion Unit 2 The main foodstuffs. The functions of each foodstuff and examples of foods containing them. A balanced diet. Digestion and absorption. The structure of complex foodstuffs. The digestive system.

Food tests carried out on known and unknown foodstuffs. K Reading the textbook and answering questions R/W The food pyramid V Discussing causes of obesity and malnutrition A Labelling digestive system V, W


Investigating the effect of amylase on starch. K Investigating assimilation using visking tubing. K

March / April Reproduction and development Unit 5

Gametes and fertilization. The structure of the male and female reproductive systems and how they function. The menstrual cycle Growth and development. Drugs and health.

Reading the textbook and answering questions R/W Video clip of fertilization. V Labelling and annotating diagrams of reproductive systems. V,W Drawing and annotating a menstrual cycle. V, W Analysing data on effects of drugs- comparing ideas A


April / May Elements and compounds Unit 7

Atoms, chemical symbols and the periodic table. Metals, non-metals and compounds. Chemical reactions and formulae

Researching elements and presenting findings A Electrolysis of water. V Reading the textbook and answering questions R/W Modelling chemical reactions. K


May/June Material changes Unit 9 Physical changes and chemical changes. Burning. Metals and acid reactions. Chemical reactions, formulae and chemical equations. Conservation of mass. Evidence of chemical reactions, including rusting.

Examples of physical and chemical changes demonstrated V Burning magnesium K Making sparklers K Reading the textbook and answering questions R/W Reacting metals and acids K Writing about the discovery of A. Lavoisier W Carrying out and discussing a series of reactions. K,A


June Revision End of year examination

9Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15

Subject: ENGLISH IGCSE Year group:8 Teacher: JOSEPH WILLIAMS


Time scale

(approximate)

Topics Curriculum concepts/ skills and competencies


Approx. 2 or 3 chapters per month

Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

There is no coursework for English IGCSE.

September 1A Writing skills workshop (Vocabulary; spelling strategies; punctuation range; sentence construction; fronted adverbials; complex nouns; prepositional phrases; sentence construction; speaking/listening skills of discussion and effective sharing of ideas; personal targets.)

The focus in Unit 1A is quite specific in terms of specific skills, with these spanning spelling, vocabulary, punctuation, punctuation, sentence construction, and detail within the sentence. The writing tasks are premised on short pieces of writing so that students are given the opportunity to both try out new skills and consolidate existing ones. Issues of formal and informal language are targeted through the writing of a formal letter and email. As is the case with all Units, a range of activities have been put forward, offering teachers a choice.

Visual: Reading of texts/ PowerPoint activities. Graphs. Auditory: Listening to

the reading of texts by others. Read/ Write: Exercises from Cambridge Checkpoint and stages textbooks. Kinaesthetic: Building and presenting Power Points.

Vocabulary; spelling

strategies; punctuation range; sentence construction; fronted adverbials; complex nouns; prepositional phrases; sentence construction; speaking/listening skills of discussion and effective sharing of ideas.

October 1B Reading (fiction) skills workshop (More complex inference; using textual evidence literary, rhetorical and grammatical features; narrative tension,

Through a range of fiction texts, students are taken through the

Visual: Reading of exemplar stories/

setting; role play and drama; speaking and listening skills of discussion and collaboration)

literary and linguistic features of setting, character; narrative and dramatic tension. Text extracts have been provided, but teachers may well want to use other examples.

PowerPoint activities that peer assess. Pictures. Auditory: Listening to the recordings of texts from the Cambridge Texbooks for Stage 7. Read/ Write: Worksheets and self assessment target setting. Kinaesthetic: Presenting ideas in discussions, challenging others with intellectual intentions.

More complex inference; using textual evidence literary, rhetorical and grammatical features; narrative tension, setting; role play and drama; speaking and listening skills of discussion and collaboration.

November IC Speaking and listening workshop

(Organisation of effective explanations and presentations; working collaboratively in a group to formulate plans of action; ways to ask and answer questions; rules of formal debate.)

Unit 1C takes students through the features of successful explanations, presentations and how to conduct a formal debate.

Visual: Flash Cards/ quiz games- duolingo and lingua.ly. Discussions. Auditory: Listening to the questions of tasks and games online. Read/ Write: creative writing tasks. Worksheets and self assessment target setting. Kinaesthetic: Presenting ideas in discussions, challenging others with intellectual intentions.

Organisation of effective explanations and presentations; working collaboratively in a group to formulate plans of action; ways to ask and answer questions; rules of formal debate

December 2A More on non-fiction (Across reading and writing, the presentational, organisational, linguistic and literary features of the leaflets, reports, reviews, magazine articles, summaries)

Students are taken through features of leaflets, reports, reviews, magazine articles, summaries. Teachers who wish to focus on diary entries, newspaper reports, autobiography can find detailed teaching/learning

Visual: Newspaper articles, physical and online material. Auditory: Listening to the readings of non

Across reading and writing, the presentational, organisational, linguistic and literary features of the leaflets, reports, reviews, magazine

guidance in Units 2A, B and C of Stage 7.

fiction texts. Responding to set questions that aren’t written on the board or typed already for students. Read/ Write: Discursive writing. Responding to tasks of auditory setting. Creative writing tasks. Kinaesthetic: Group work, designing class-room.

articles, summaries; discussion, collaboration.

January 2B School magazine project (Structural, presentational, linguistic and rhetorical features of a range of non-fiction texts)

Students will work in groups to create their own school magazine, incorporating a wide range of non-fiction texts – reports, comment, review, blog, explanation, summaries, advertisement, letter, email

Visual: Newspaper articles, physical and online material. Auditory: Listening to

journalists. Responding to direct questioning of key journalistic features. Responding to set questions that aren’t written on the board or typed already for students. Read/ Write: Informative writing. Responding to tasks of auditory setting. Creative writing tasks. Kinaesthetic: Group work, designing class-room.

Structural, presentational, linguistic and rhetorical features of a range of non-fiction texts; key skills of discussion, collaboration

February

2C Poetry please!

(Effect of literary, structural and linguistic features; development of poets’ ideas; comparison of poems from different cultures; discussion, collaboration, role

A choice of poems and activities are detailed, enabling teachers to choose the most appropriate poem and activity in relation to their students’ needs. Students should

Visual: researching techniques/ presenting findings. Auditory: Listening to

Effect of literary, structural and linguistic features; development of poets’ ideas; comparison of poems from different cultures; discussion,

play and drama.)

not only study poems, but also use some of the techniques discovered in their own writing. Some of the activities suggested for Year 7have been repeated, but others - more suitable for Stage 8 - have been added.

recordings and to members of the class. Responding to direct questioning.. Read/ Write: Personal

writing. Creative writing tasks. Kinaesthetic: Group work, designing class-room.

collaboration, role play and drama.

March 3A Myths and legends from around the world

(Exploration of a wide range of texts; development of a writer’s ideas, viewpoint and themes and relating to other texts read; comparison of texts from different cultures and times; exploration of how different audiences respond to texts; role play and drama; collaboration and discussion)

Students explore myths and legends from other cultures, through reading, writing and drama.

Visual: Reading original material/ novels/ worksheets etcetera. Auditory: Listening to recordings and to members of the class. Responding to direct questioning. Read/ Write: ]Responsive writing tasks. Kinaesthetic: Group work, designing class-room.

Exploration of a wide range of texts; development of a writer’s ideas, viewpoint and themes and relate to other texts read; comparison of texts from different cultures and times; exploration of how different audiences respond to texts; role play and drama; collaboration and discussion.

April 3B Learning more about fiction

(Planning narrative; narrative structure; function of character and type; physical description and dialogue to convey character; textual interpretation and evidence; collaboration and discussion.)

This unit explores in more depth key features of narrative structure and character, and how they are utilised and positioned in fiction texts.

Visual: Reading original material/ plays/ worksheets etcetera. Auditory: Listening to recordings and to members of the class. Responding to direct questioning. Read/ Write: Creative

writing skills. Kinaesthetic: Group presentations. Role Play.

Planning; narrative structure; function of character and type; physical description and dialogue to convey character; textual interpretation and evidence; collaboration and discussion

May 3C Television News (Issues of fact and opinion; bias and viewpoint; note-taking; structure of news reports; issues of audience and purpose; collaboration, discussion; working in groups too formulate ideas and plans of action; role play and drama; interviews and variations in spoken language.)

Students will learn about the structure of television news, and use this knowledge to present their own version of a televised schools news programme.

Visual: analysis of TV news. Presenting ideas. Auditory: Listening to recordings and to members of the class. Responding to direct questioning. Read/ Write: Creative

writing skills- poetry literary techniques. Kinaesthetic: Group presentations. Role Play.

Issues of fact and opinion; bias and viewpoint; note-taking; structure of news reports; issues of audience and purpose; collaboration, discussion; working in groups to formulate ideas and plans of action; role play and drama; interviews and variations in spoken language.

June Check point assessments June: Final GCSE Exams

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15

Subject: Mathematics Year group:8 Teacher: Isaac Muñoz


Time scale

(approximate)

Topics Curriculum concepts/ skills and

competencies

Learning styles Assessment Criteria; tests/

projects etc.

September

Chapter 1: Number and

Algebra 1

Chapter 2: Geometry and

measures

Review negative numbers.

Find the prime numbers, HCF and LCM

of whole numbers.

Continue sequences and find it general

term

Visual: Shape of different

triangles and quadrilaterals

Auditory: Explanation of

operations and find numbers

Read/Write: Exercise from

chapter 1, 2.

Kinaesthetic: use rulers to

draw triangles and

quadrilaterals and protractors

to measure.

Exercises in class and homework

Worksheet

Exam

Know and use properties of angles in

triangles and quadrilaterals

Recognise some geometric properties of

quadrilaterals

Prove some geometric statement.

October

Chapter 3: Statistics 1

Define probability. Find the probability of

an event occur in different cases.

Experimental probability

Visual: Probability scales and

pictures of grids.

Auditory: Explanation in the

whiteboard


chapter 3.

Kinaesthetic: Use dice to find

probability of results.


Worksheet

Exam

October/

November

Chapter 4: Number 2

Write fractions as decimals.

Operate with fractions

Visual: Recognise equivalent

fractions from a list

Auditory: Listen how to add


Worksheet

Work out percentages, increase and

decrease

and subtract fractions


chapter 4.

Exam

November/

December

Chapter 5: Algebra 2

Add and subtract algebraical expressions

Expand brackets

Use algebraical expressions with shapes

Visual: Shape of some figures

to use algebra.

Auditory: Listen how to

expand brackets


chapter 5.

Kinaesthetic: Measure the

length of some shapes.


Worksheet

Exam

December


Measures 2

Calculate area of triangle, parallelogram

and trapezium

Calculate volume of cuboid

Know and use the correct units

Visual: Recognise all the

types of shapes and figures

Auditory: Explanation in the

whiteboard with formulas.


chapter 6

Kinaesthetic: Use rulers to

draw quadrilaterals.


Worksheet

Final term exam (all topic met so

far)

January/

February

Chapter 8: Number 3



measures 3

Use power of 10

Make estimations

Operations with decimals

Visual: Recognise congruent

shapes. Recognise graph of

different functions. Identify the

transformations of shapes.

Auditory: Listen the process

of operate with decimals


chapter 7, 8 ,9.

Kinaesthetic: Make the

enlargements of some shapes.


Worksheet

Exam

Define functions. Find functions from input

Graphs from functions

Gradient of straight line functions

Recognise congruent shapes

Transformations and enlargements

March



Produce and use Stem-and-leaf

diagrams, pie charts and scatter graphs

Visual: Recognise angles in

pie charts and coordinates in

scatter graphs.

Auditory: Explanation of the

step to follow to solve equation


chapter 10, 11

Kinaesthetic: Draw pie charts

and scatter graphs.


Worksheet

Final term exam (all topic met so

far).

Know what is a equation

Solve equations

Substitute into formula and expressions.

April/May

Chapter 12: Number 4



measures 4

Operate fractions

Order of operations

Revise decimals operations

Visual: Recognise the plan

and elevation of 3-D figures

Auditory: Listen how to

construct equations from given

information


chapter 12, 13, 15

Kinaesthetic: Draw triangles

using geometrical material.


Worksheet

Exam

Expand and simplify expressions

Solve equations after expand and simplify

Construct equations to solve.

Draw plans and elevations of figures

Use scale drawings

Find mid-point of a segment

Construct a triangle given three sides

Find the circumference and area of a

circle

May/June


Use frequency tables

Work with statistics

Compare data

Visual: Extract data from table

and graphs

Auditory: Explanation about

how to construct frequency

tables


chapter 16


Worksheet

Exam

Project

June

Solving problems

Use number and algebra to solve problem

of real life and make some proof

Visual: Recognise information

of graphs of real situations

Auditory: Explanation with the

whiteboard


chapter 14

End of year examination


Subject: MATHS Year group: Year 8 Teacher: P Carpenter






September 2014 Chapter 1: Number and Algebra 1 Chapter 2: Geometry and measures

Review negative numbers. Understand prime numbers. HCF and LCM of whole numbers. Continue sequences and find it general term

Visual: Shape of different triangles and quadrilaterals Auditory: Explanation of operations and finding numbers Read/Write: Exercises from chapter 1, 2. Kinaesthetic: use rulers to draw triangles and quadrilaterals and protractors to measure.

Exercises in class and homework Oral Test

October 2014 Chapter 3: Statistics 1 Define probability. Find the probability of an event occurring in different cases. Experimental probability

Visual: Probability scales and pictures of grids. Auditory: Explanation on the board Read/Write: Exercises from chapter 3. Kinaesthetic: Use dice to find probabilities


October 2014 November 2014

Chapter 4: Number 2 Write fractions as decimals. Operate with fractions Work out percentages, increase and decrease.

Visual: Recognise equivalent fractions from a list Auditory: Listen to how to add and subtract fractions Read/Write: Exercises from chapter 4.


November 2014 Chapter 5: Algebra 2 Add and subtract algebraic Visual: Shape of some figures Exercises in class and

expressions Expand brackets Use algebraic expressions with shapes

Auditory: Listen how to expand brackets Read/Write: Exercises from chapter 5. Kinaesthetic: Measure the length of some shapes.

homework

December 2014 Chapter 6: Geometry and Measures 2

Calculate area of triangle, parallelogram and trapezium. Calculate volume of cuboid Know and use the correct units

Visual: Recognise all the types of shapes and figures Auditory: Explanation in the whiteboard with formulas. Read/Write: Exercises from chapter 6 Kinaesthetic: Use rulers to draw quadrilaterals.

Exercises in class and homework End of term test

December 2014 Chapter7: Algebra 3 Define functions Graphs from functions Gradient of straight line functions

Read/Write: Exercises from chapter 7 Visual: Recognise graph of different functions .


January 2014 Chapter 8: Number 3 Use power of 10 Make estimations Operations with decimals

Read/Write: Exercises from chapter 8

Exercises in class and homework Oral Test

January 2014 February 2015

Chapter 9: Geometry and measures 3

Recognise congruent shapes Transformations and enlargements

Visual: Recognise congruent Shapes. Identify the transformations of shapes.


February 2015 Chapter 10: Algebra 4 Understanding equations Solve equations Substitution into formulae and expressions.



February 2015 Chapter 11: Statistics 2 Produce and use Stem-and-leaf diagrams, pie charts and scatter graphs

Visual: Recognise angles in pie charts and coordinates in scatter graphs. Read/Write: Exercises from chapter 11 Kinaesthetic: Draw pie charts and scatter graphs.


March 2015 Chapter 12: Number 4 Use fractions

Order of operations

Revise decimal operations



March 2015 Chapter 13: Algebra 5 Expand and simplify expressions Solve equations after expanding and simplifying Construct equations to solve.

Auditory: Listen how to construct equations from given information Read/Write: Exercises from chapter 13


April 2015 Chapter 15: Geometry and measures 4

Draw plans and elevations of figures Use scale drawings Find mid-point of a segment Construct a triangle given three sides Find the circumference and area of a circle

Visual: Recognise the plan and elevation of 3-D figures Read/Write: Exercises from chapter 15 Kinaesthetic: Draw triangles using geometrical instruments


May 2015 Chapter 16: Statistics 3 Use frequency tables Work with statistics Compare data

Visual: Extract data from table and graphs Auditory: Explanation about how to construct frequency tables Read/Write: Exercises from chapter 16


June 2015 Chapter 14: Solving problems Use number and algebra to solve problems in real life

Visual: Recognise and understand graphs of real situations Auditory: Explanation on the board Read/Write: Exercises from Chapter 14

Exercises in class and homework End of Year Exam covering whole year´s work

Yearly Scheme of work and Assessment 2014-15 YEAR 8 Opening Minds Subject: Opening Minds inc Art

(plans taken from Jacobs and Harris 2013) Year group: 8 B Teacher: M. Galiana

No. of lessons per week:

5 OM + 1 Art + 1 OM inc. ICT Date: September 2014 – June 2015

Time scale

(approximate) Topics Curriculum concepts/ skills and competencies Learning styles

Assessment Criteria; tests/ projects etc.

Teaching & Learning Styles (VARK): Visual / Auditory / Read and Write /

Kinaesthetic Student Projects

Sept 4th – Oct 10th (6 wks)

Journeys 2

Who we are? Where we are in time and place? How we move around our world? Learning skills

Managing situations Managing information Where we are in place and time?

Managing self - vocabulary development Relating to people How we organise ourselves

Visits to Caves and Prehistoric sites Expressing ourselves in a variety of ways creatively

Cartoon making Group activities Pair share Planning

Oral history Cave art Rivers and settlements ‘our documentary’

The human journey prehistory to now Cartoon

Oct 20th – Dec 19th (9 wks)

New Superpower

How we express ourselves Where we are in time and place?

Economic understanding Citizenship Learning to learn Managing information

Managing situations Managing self - Language

Speaking and listening Relating to people How we organise ourselves

Group work IT skills Power point presentation Enquiry based

learning Explaining Illustrating information

artistically Using technology model making

In depth country study Group presentation

Cartoons

Jan 7th – Feb 13th (6 wks)

Renaissance and Reformation

Across Europe

Where we are in time and place How we move around our world

My amazing brain History Snap shots of the renaissance and reformation

In Europe and the impact of this development on the world today Citizen ship Managing situations

Relating to people Managing information Visual learning reading pictures

Organizational skills Managing self - Vocabulary development

Mind mapping Visits to cathedrals museums and Art galleries

Model making group work Jigsaw approach within a group putting it all

together Explaining using models ICT simulations

Mind games role plays

Brain model ICT simulations

The power and the glory Religious Changes over time

Renaissance - growth of ideas science and culture in Europe

Feb 23rd – Mar 27th (5 wks)

Dry Worlds and Ecosystems

Geography Deserts and dry worlds Survival for life weather and Climate

Documentaries Library research Charts and tables Maps Geography 2

Individual projects Desert life Information exchange

Eco systems People and resources Introduction to the role of aid and fund raising organisations

Effective listening Understanding and managing self Managing emotions behaviour and relationships

Language development Relating to people and understanding others

Managing information

Individual work managing time Target setting Asdan excellis award

World weather hazards Understanding aid and international

organisations Unicef fund raising

Apr 6th – May 8th (5 wks)

A Tale of Discovery and

Growth

Colonialism Europe’s Colonies and overseas trade Exploration of new worlds How Europe developed

Sharing the planet Where we are in place and time Empathy

Managing self - Language development Extracting Information from films and texts

Managing information How we organize ourselves

Problem solving activities Hodder history Mind mapping

Learning to learn revision skills Target setting and review

Maps How the world changes

Vocabulary games Drama and role paly to tell a story

Snap shots in Colonial history

May 11th – June 23rd (6

wks)

Slavery to Citizen (an American

study)

The slave triangle The American Civil war Black American History From civil rights to the white house

How we organise ourselves Empathy Managing self and situations

Citizenship Where we are in place and time Writing to argue and persuade Language development

Relating to people Managing information

Literature and film to tell a story Internet research Learn a famous speech Speaking and intonation The big picture

Module maps and flow charts Learning to learn How to remember facts

Walking the thought Active listening Debating and public speaking

Using persuasive language

Writing to argue and persuade Learning and giving a speech

A book or film review Taking part in a debate

End of year examination History and Geography

Yearly Scheme of work and Assessment 2014-15 YEAR 8 Opening Minds Subject: Opening Minds inc Art

(plans taken from Jacobs and Harris 2013) Year group: 8 A Teacher: Matt Ives

No. of lessons per week:

5 OM + 1 Art + 1 OM inc. ICT Date: September 2014 – June 2015

Time scale

(approximate) Topics Curriculum concepts/ skills and competencies Learning styles


Teaching & Learning Styles (VARK): Visual / Auditory / Read and Write /

Kinaesthetic Student Projects

Sept 4th – Oct 10th (6 wks)

Journeys 2

Who we are ? Where we are in time and place ? How we move around our world ? Learning skills

Managing situations Managing information Where we are in place and time ?

Managing self - vocabulary development Relating to people How we organise ourselves

Visits to Caves and Prehistoric sites Expressing ourselves in a variety of ways creatively

Cartoon making Group activities Pair share Planning

Oral history Cave art Rivers and settlements ‘our documentary’

The human journey prehistory to now Cartoon

Oct 20th – Dec 19th (9 wks)

New Superpower

How we express ourselves Where we are in time and place ?

Economic understanding Citizenship Learning to learn Managing information

Managing situations Managing self - Language

Speaking and listening Relating to people How we organise ourselves

Group work IT skills Power point presentation Enquiry based

learning Explaining Illustrating information

artistically Using technology model making

In depth country study Group presentation

Jan 7th – Feb 13th (6 wks)

Renaissance and Reformation

Across Europe

Where we are in time and place How we move around our world

My amazing brain History Snap shots of the renaissance and reformation

In Europe and the impact of this development on the world today Citizen ship Managing situations

Relating to people Managing information Visual learning reading pictures

Organizational skills Managing self - Vocabulary development

Mind mapping Visits to cathedrals museums and Art galleries

Model making group work Jigsaw approach within a group putting it all

together Explaining using models ICT simulations

Mind games

Brain model ICT simulations

The power and the glory Religious Changes over time

Renaissance - growth of ideas science and culture in Europe

Feb 23rd – Mar 27th (5 wks)

Dry Worlds and Ecosystems

Geography Deserts and dry worlds Survival for life weather and Climate Eco systems People and resources

Documentaries Library research Charts and tables Maps Geography 2

Individual work managing time

Individual projects Desert life Information exchange

World weather hazards

Introduction to the role of aid and fund raising organisations Effective listening Understanding and managing self

Managing emotions behaviour and relationships Language development

Relating to people and understanding others Managing information

Target setting Asdan excellis award

Understanding aid and international organisations

Unicef fund raising

Apr 6th – May 8th (5 wks)

A Tale of Discovery and

Growth

Colonialism Europe’s Colonies and overseas trade Exploration of new worlds How Europe developed

Sharing the planet Where we are in place and time Empathy

Managing self - Language development Extracting Information from films and texts

Managing information How we organize ourselves

Problem solving activities Hodder history Mind mapping

Learning to learn revision skills Target setting and review

Maps How the world changes

Vocabulary games Drama and role paly to tell a story

Snap shots in Colonial history

May 11th – June 23rd (6

wks)

Slavery to Citizen (an American

study)

The slave triangle The American Civil war Black American History From civil rights to the white house

How we organise ourselves Empathy Managing self and situations

Citizenship Where we are in place and time Writing to argue and persuade Language development

Relating to people Managing information

Literature and film to tell a story Internet research Learn a famous speech Speaking and intonation The big picture

Module maps and flow charts Learning to learn How to remember facts

Walking the thought Active listening Debating and public speaking

Using persuasive language

Writing to argue and persuade Learning and giving a speech

A book or film review Taking part in a debate

End of year examination History and Geography

Year 8 – Long Term Plan ICT - 2014-15

Subject: ICT / Computing Year group: 8 Teacher: Matt Ives

No. of lessons per week: 1 (other sessions planned and taught by subject teachers)

Date: September 2014 – June 2015

Time scale (approximate)

Topics Using Cambridge On Track and Hodder Compute IT programmes

Curriculum concepts/ skills and competencies Learning styles Teaching & Learning Styles (VARK): Visual / Auditory / Read and Write / Kinaesthetic


Sept 4th

– Oct 10

th (6 wks)

Health and Safety Online safety Digital footprint Copyright and plagarism Drawplus

Introduction to the year. Ensuring all pupils have access to school IT network and to Engage. Awareness of physical Health and Safety issues as well as awareness of digital safety in school and at home. Know about leaving a digital footprint and about copyright issues. Use internet safely to research and produce a poster related to H&S issues discussed in class.

All styles will be incorporated within each topic. This is simply a result of the characteristics of the

subject.

Creating a poster using DRAW PLUS to educate about

Physical Health and Safety issues.

Oct 20th

– Dec 19

th (9 wks)

Operating Systems (Hodder) Documents For A Purpose (Cambridge)

What is an operating system and what does it do ? Booting the computer. Managing input and output peripherals. Managing computer resources. Different types of operating systems – desktops, laptops, handheld devices and mobile phones. Comparing operating systems. Create and format text which is suitable for a particular purpose. Adjust properties to allow graphics or other objects to fit well within the document. Insert a table into a document. Use advanced formatting features like bullets or lists. Use page formatting options like page orientation and placing items in the header or footer. Adjust page formatting for a specific audience


subject.

Creating a document using

WORD to describe operating systems

and component parts of PC and their functions.

Jan 7th

– Feb 13th

(6 wks)

The Command Line (Hodder)

Manipulating files and folders. Naming and organising folders. File extensions. The command line. Scripting. Using wildcards.


subject.

At the time of writing this is not

known

Feb 23rd

– Mar 27

th (5 wks)

Binary (Hodder) Instruction set design (Hodder)

Storing data in binary strings. Counting in decimal and binary. Converting binary to decimal and vice versa. Bits, nibbles and bytes. Binary addition. Fixed length bit string. Binary overflow. Instructions and your environment. Developing a route. Programming a robot. Efficient algorithms. More instructions, more bits. The importance of a good algorithm. Choosing the best instructions. Using a graphical programming language. Controlling a robot with real-time instructions. Assessing efficiency of instructions.


subject.


known

Boolean expressions (Hodder)

Using selection to make decisions. Abstracting a problem before programming. Programming selection to make decisions. Refining code with AND and OR Boolean operators. Nesting selection statements and the NOT Boolean operator. Combining NOT with IF selection statements. Using Boolean logic. Replacing nested selection statements. Using IF ELSE statements. Using different types of loops. Developing algorithms to solve problems. Adapting algorithms using procedures.

Apr 6th

– May 8th

(5 wks)

How computers connect to the internet (Hodder) Sorted (Hodder)

Internet hardware. How digital devices connect to the internet now and in the future. Networks, wired ethernet, wireless ethernet. Internet Service Providers. Internet protocol TCP-IP. Circuit switching Vs Packet switching. IP addresses. Layering of protocols – TCP/IP layers. Data corruption. What are sorting algorithms ? Bogo Sort and Swap Sort Bubble sort. Pseudocode – writing pseudocode for bubble sort. Selection sort - writing pseudocode for selection sort. Comparing algorithms – empirically testing.


subject.


known

May 11th

– June 23

rd (6 wks)

How to make computers appear smart (Hodder)

Recursive patterns (Hodder)

Can computers think ? What is intelligence ? Predicting the future. Input, process, output. Intelligent output. Testing. Multiple responses. Developing a program. Iteration. FOR, REPEAT UNTIL, WHILE..END loops. Sub-programs. Data types. Storing multiple values. Arrays and lists of elements. Randomness – pseudo-random numbers. Can humans talk to computers ? The Turing Test. Decomposing songs to find recursive patterns. Writing recursive programs and sub-programs. Factorials. The Fibonacci Series and Golden Ratio. Outputting patterns from recursive programs.


subject.


known

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: PE Year group: 8 Teacher: Mr. Lavin


Time scale Each activity

takes approx. 3 weeks to complete (6 lessons)



September Fitness Testing/ OAA Rounders

Perform at maximum levels. Develop an understanding of different fitness concepts. How to test fitness. How to improve your different fitness types. Performing in teams, communication skills. Developing throwing and striking skills. Building on previously learned skills and technique development.

Visual: All PE subjects will

provide visual learners with practical demos. Auditory: Opportunities to listen to feed back Read/Write: Opportunities to provide written analysis of their own and others performances. Kinaesthetic: Performance of practicals. This breakdown of learner types applies to all activities across the year.

Endo of unit practical assessment. Peer evaluations

October/November Fitness test evaluations. Football Netball

Developing skills in understanding how to evaluate training and fitness development. Performing in team play, invasion games developing passing skills, team work, positioning, support play. Building on previously learned technique and skill development.

End of unit practical assessment. Peer evaluations

December Cross Country Performing at maximal levels. Develop an understanding of

Times recorded for set distances.

competition, pacing, running on different terrains, tactics of a race. Running for further and improving performance from year 7.

January Basketball Performing in teams, invasion games. Developing dribbling skills, different types of passing, using these skills in gameplay, positioning, rule knowledge. Building on previously learned skills. Developing understanding of formations and tactics.

End of unit practical assessment. Peer evaluations.

February Dance/ Gymnastics Developing a performance with an understanding of rhythm and phrasing. Movements that associate to the music. Introduction to choreography. Body awareness and developing movement skills. Developing some choreography skills or planning skills.


March Hockey Cricket

Development of hockey skills related to stick management and control, dribbling and passing. Show these skills effectively in small sided gameplay. Development of strike and field skills and rule knowledge unique to cricket.


April Athletics Performing at maximal levels. Develop techniques and personal achievement in

Recorded timings and distances. Peer evaluations of technical performances.

running, jumping and throwing.

May Volleyball Development of team skills required in volleyball, developing the volley and dig technique. Linking this to develop 3 touch gameplay. Develop an understanding of setting and positions.


June Tennis/Padel/Badminton Development of racket skills, different shot development, positioning on the court, development of rule knowledge. Singles and doubles play and tactics.

End of unit practical assessment. Peer evaluations. Ranked competition.

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: German Year group: 8 Teacher: K.Schubart





September - November Echo 2: Chapter 1 : Holidays Talking and writing about past holidays introducing the perfect tense: where you went, where you stayed, what you did and how the food and weather was; Introducing and practicing the perfect tense form of regular and irregular verbs; Listening and reading about holiday experiences of other people.

Listening, reading, speaking and writing exercises; Writing, learning and Surveys and dialogues in the class group; Writing about different holidays they have been on; Posters combining pictures and writing

Mini-Tests and End of Unit Assessments; Exercise books.

December-February Echo 2: Chapter 2: Eating out and going shopping

Basic vocabulary and skills for buying food, eating out and going shopping; Talking about what they spend their pocket money on.

Listening, reading, speaking and writing exercises; Preparing market stalls and making up role plays on the market; Producing menus for their own restaurants; Role play choosing the best restaurants and making up and studying own dialogues; Writing restaurant critics

Mini –Tests and End of Unit Assessments; Exercise books; Role plays and writing a restaurant critic.

about their eating out; Quiz and game about what Writing a paragraph what they spend and what they spent their money on.

March- May Echo2: Chapter 3: After school activities

Thinking, talking and writing about their use of media (TV); Use of media: Research on a sports person, evaluating and presenting relevant material; Talking about holidays and trips in past tense.

Listening, reading, speaking and writing exercises; Research on internet and sorting material to present results in the way they prefer (presentation, poster, paragraph); Solving quiz (audio and text material).

Mini-Test; Research abilities and presentation of results; Exercise books

June “The news” Revisions

Understanding German news (radio and newspaper)

Listening, reading, speaking and writing exercises; Writing a newspaper article.

End of Unit Assessment


Subject: French Year group: 8 Teacher: Virginie Bernard




1 module a ½ term (6 weeks) Teaching & Learning Styles (VARK): In every lesson; Modern Foreign Languages teaching requires activities providing for these four learning styles. e.g Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessment Kinaesthetic:Acting up transitional language,miming for new words, thinking skills exercises

September

Module 1 –France Unit 1-Getting to your your way around France Unit 2-Talking about French town

Understand names and definitions of geographical features of France Name key geographical features of France revision of the superlative Write about geographical feature Superlative (revision) Understand key features of French towns and what people

Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write :Applied writing in every unit , exercises from textbooks Kinaesthetic: Debating, miming for new words, thinking skills exercises

Punctual vocabulary tests and oral recordings End of Unit tests on the four main skills, i.e Listening, Reading, Writing and Speaking and grammar test

October

Unit 3- Talking about where you live Saying why you like or don’t like it there Unit 4- Talking about what you do and what you have done. Unit 5- Talking about where you live: in the country.

like and dislike about them Read descriptions of towns, finding key words and answering questions Discuss examples of types of town with a partner revision of infinitives using the first and third person Possessives Understand information about town and about sports Adapt previously learned language Practise interview about features of French town with partner Understand written interview about French town Reflexive verbs revising the perfect tense (être and avoir) singular only Skim and scan to understand what activities people have done Talk about activities which can be done at theme park in present and past tenses Use a range of vocab/structures to write about what theme park activities you and other people did perfect tense of reflexive verbs Identify patterns to understand what someone did in the past Talk about what someone did in the past Write about past activities Understand someone’s activities in the past and pick

out key information

November December

Module 2- At home Unit 1- Talking about your family: saying who they are and what they do Unit 2- Talking about your home Unit 3- Asking if you may do something Saying you are hungry / thirsty / cold / hot Unit 4- Helping with the preparation for a party and

Future tense (aller + infinitive) Masculine and feminine endings Deal with unfamiliar language to understand details of future plans make links with English to understand information about a family Use reference materials to say and write what jobs people do and are going to do Understand where people live and how long they have been there Talk about your accommodation and that of other people Understand descriptions of houses and key expressions Draw up plan of a house and describe Understand responses to your requests; understand domestic chores Make requests; describe the chores that people have done Understand the links between needs and solutions to them Express your own needs expressions with avoir pouvoir – all forms of present tense Understand what someone needs to get for a party

Visual:Family pictures, Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Writing a convincing invition,textbook practice and house description Kinaesthetic:Memory game,thinking skills exercise


saying what you need Choosing a menu Setting the table Unit 5- Talking about how you get on with people Saying what you have to do

Write a menu for a party and list other needs Understand a party invitation and who will be bringing what il faut + infinitive it: le, la them: les some of it / them: en Understand someone talking about their home life Discuss members of the family; discuss aspects of home life Write about whether you and others get on with people Understand text about family relationships reflexive verbs devoir: present tense – all forms

Janvier

Module 3- Visit Unit 1- At the weekend Saying what you are going to do Unit 2- Going places Naming five places that you would like to visit Saying what you thought about a visit

Understand people talking about what they are going to do Say and write about what you or other people are going to do Understand interview about plans for weekend Future tense + aller Note main information from people talking about leisure plans; understand what they have already done Discuss places you have been to, giving opinions Understand descriptions of

Visual:Teacher miming directions, Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Diary,Writing a convincing invitation, textbook practice and house description Kinaesthetic:Direction games, miming and mapping


February

Unit 3- Directions Asking where places are and how to get there Giving directions and saying how long it takes to get there Unit 4- At the museum Talking about the past

leisure activities Write descriptions of leisure plans and give opinions of activities done On va +infinitive Understand, ask and give directions Reuse learned material to write directions. Reading and listening for gist to understand a description about life in the 19th century, a list of changes between then and now Speak about differences between now and 1900 Write about the most important changes / developments in the last twenty years using the imperfect tense

March

Module 4- Keeping fit Unit 1- Do yu keep fit? Asking someone what they do to keep fit Saying what you do to keep fit, how often, and why you do it Unit 2- Moving Making up an exercise programme Giving instructions using the tu and vous forms

Understand what people do to keep fit, how often and why Say what people do to keep fit, how often and why; carry out survey Write about what you do to keep fit and why Using time expressions Understand instructions and instructions for exercise programme Understand written instructions for keep fit Write instructions Using the imperative and reflexive verbs

Visual:Family pictures, Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Writing an exercise programme,textbook practice Kinaesthetic: Simon says, Executing and teaching an exercise programme


Unit 3-Healthy food Talking about healthy eating, and about what you eat and drink Saying what you ate and drank yesterday Unit 4- An healthy example Talking about what you used to do Unit 5-Ten advice to keep fit Talking about keeping fit and giving others advice about healthy eating

List types of food; write about what you have eaten and drunk; give and understand advice on healthy eating Ask someone what someone had to eat and drink and give them advice Understand food items and what someone had to eat and drink Using the perfect tense and present tense together Understand what people used to do when they were younger Understand written interview about how someone became a basketball champion Write about what you and someone else used to do and what you do now Using the imperfect tense Understand advice about keeping fit; understand publicity about protective clothing Discuss rules on healthy living; talk about protective clothing Understand definitions related to healthy living Write rules for healthy living and write publicity material for protective clothing The Imperative

End of Year test

Module 5- Fashion Unit 1 - Talking about what your are wearing Discussing colour of clothes

Understand descriptions of clothing Describe clothes; interview partner about clothes

Visual:Family pictures, Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises,

Punctual vocabulary tests and oral recordings End of Unit tests on the four main skills, i.e Listening,

Unit 2 - Ask for something in a shop Ask how much it costs Ask if there is anything cheaper Revise larger numbers Use connecting words Unit 3 - Saying how much pocket money you get, and what you do with it Saying what you think about fashion

Understand what clothes people wear for particular events Write about clothes you wear today, were wearing yesterday and will wear tomorrow Adjectives of colour: Understand dialogue in which clothing is purchased Take part in dialogue about purchasing clothing; interview partner about preferences Understand dialogue about purchasing clothes; understand descriptions of clothes Describe a favourite item of clothing Demonstratives Understand people’s opinions about fashion Interview partner to find out his / her views on fashion and how pocket money is spent Understand people’s views about fashion Write what you and partner feel about fashion and how much money was spent Verbs followed by à or de Understand young people talking about their problems Speak about people’s characteristics Understand people writing about their problems and the

drilling from teacher. Read/Write: Writing an exercise programme,textbook practice Kinaesthetic: Thinking skills exercise on describing clothes, fashion show

Reading, Writing and Speaking and grammar test End of Year test

Unit 4 - Talking about teenage problems Saying what someone is like Unit 5 - Talking about a singer

suggested solutions List positive and negative descriptions; write responses to problem letters expressions with avoir: Understand people talking about musical preferences Carry out a class survey about music; talk about who plays what instrument Understand profile of rap singer and words of song Write rap song; write up the results of class music survey; write portrait of famous singer / song-writer

Module 6 – The news Unit 1 - Talking about what is happening in the news, and understanding news headlines Unit 2 - Talking about a soap opera Unit 3 - Talk about star signs and what is going to happen using the near future

Understand news headlines; understand an account of an accident Describe news headlines; report an accident Match newspaper headlines to pictures Use pictures to compose an accident report revising the perfect tense and the imperfect tense Understand interview about a soap opera Understand description of a soap star Write about soap operas Understand horoscope predictions Discuss horoscope predictions with a partner

Visual:Family pictures, Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Writing an exercise programme,textbook practice Kinaesthetic: Show me board with P(perfect) /I (imperfect) game, thinking skills exercise on choice between tenses


Unit 4 - Saying what the weather is like Saying what the weather will be like, using the future tense Unit 5 - Talk about going on an expedition

Understand and translate written horoscope predictions Write about events that are likely to happen in the near future croire – present tense: all forms, devoir – present tense: all forms Understand weather forecasts Talk about the weather Understand weather forecasts Write your own weather bulletin the future tense : arriver Understand weather descriptions in the past Discuss with partner what you would put in a survival bag Understand description of an explorer and his equipment Write about why you have chosen equipment for a voyage

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: Spanish as a Foreign Language-

ELE

Year group: Y8 Beginners Teacher: Rosa Martin





Autumn term 1

Nos Presentamos

1-Son muy famosos: Talking about yourself: Giving your name.

Saying how old you are. Giving your

nationality. Saying where you live.

Describing yourself.

Talking about other people: Asking them

what their name is. Asking how old they are.

Asking where they come from. Asking what

they look like.

2-Soy el más inteligente de la clase: Making comparisons.

3-Mucho gusto: Introducing yourself.

Introducing your family and friends.

4-Estás en tu casa: Asking for what you need.

Saying what you need.

5- Unos regalos: Buying gifts for someone.

Describing someone´s personality.

6-Muchas gracias por el regalo: Writing a thank you letter.

Choosing an introduction.

Giving your thanks.

Saying what you like/don´t like about the

present.

Teaching & Learning

Styles (VARK):

Visual: PPP, pictures,

videos, posters and

flash cards.

Auditory: Dialogues,

interviews, songs and

descriptions.

Kinesthetic: Role-Plays

using different props.

End of the unit test: Speaking, reading,

listening, writing or

grammar.

Ongoing assessment: Teaching guide at the

end of each unit.

Classroom observations.

Homework marks.

Class work.

Spoken presentations.

Peer evaluation.

Teacher discussions.

Dispositions and

attitudes.

Projects and portfolios.

End of unit tests.

Choosing an ending.

Autumn term 2

La Comida

1-¿Qué Comes?: Saying what you have to eat.

Talking about meal times in Spain and the

UK.

Talking about likes and dislikes.

2-¿Qué te gusta comer?: Saying what type of food you like.

Saying why you like it.

3- De compras: Buying fruits and vegetables.

Finding out how much things cost.

4-Cien gramos de jamón y una barra de pan: Buying food and drinks in a shop.

Numbers 31-100.

Quantities.

5-¡Qué Aproveche!: Saying that you are hungry and thirsty.

Ordering for a menu.

6-La comida sana: Talking about healthy eating.


videos, posters and

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Spring term 1

De Compras

1-¿Qué ropa llevan?: Talking about clothes.

Comparing prices.

2-Me gusta aquella camiseta roja: Talking about clothes you like.

Talking about clothes you dislike.

Colours.

3-¿Me lo puedo probar?: Shopping for clothes.

Asking if you can try them on.

Asking how much they cost.

4-¿Qué vas a llevar para ir a la fiesta?: Describing clothes.

Asking about clothes.


videos, posters and

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.

Saying what you are wearing.

5-¿Llevas uniforme?: Talking about your school uniform.

Colours.

6-En la calle principal: Talking about types of shops.

Saying where you can buy things.


Dispositions and

attitudes.


End of unit tests.

Spring term 2

El Turismo

1-¿Qué hay de interés?: Asking what there is to see in a place.

Naming places of interest.

Talking about the weather.

2-Tus vacaciones: Saying where you go on holidays.

How you go.

Who you go with.

3-¿Qué haces?: Talking about where you go and what you do

on holidays.

Saying how you get there.

4-Fuimos al parque temático: Saying where you and your friends went.

Saying what day you went and time of day.

5-Mis vacaciones del año pasado: Saying what you did on holidays.


videos, posters and

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Summer term 1

¡Diviérte!

1-¿Quieres ir al cine?: Arranging to go out with a friend.

Arranging a type and a place.

Time of day.

2-¿Qué tipo de películas te gustan?: Saying what types of films you like/dislike.

Saying why you like them.

3.Dos entradas, por favor:


videos, posters and

flash cards.



descriptions.




grammar.

Ongoing assessment:

Buying tickets at the cinema.

Asking about film times.

Discussing film categories.

4-¡Es genial!: Describing an event in the present tense.

5-¿Qué hiciste el sábado?: Using the preterite to describe an event in

the past.

using different props. Teaching guide at the

end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Summer term 2

La Salud

1-¿Qué te duele?: Saying what is wrong with you.

2-¿Qué te pasa? Saying what is wrong with you.

Asking others what is wrong with them.

3-En la farmacia: Asking for things at the chemist.

Understanding pharmacist´s

recommendations.

4-Hace dos años que estudio español: Talking about how long you have been doing

something.

5-No hay que comer chocolate todos los días: Talking about a healthy lifestyle.

Saying what you should, shouldn´t do.


videos, posters and

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

End of the year exam.


ELE

Year group: Y8 Intermediate Teacher: Rosa Martin



Topics Curriculum concepts/ skills and competencies Learning styles Assessment Criteria; tests/ projects etc.

Autumn term 1

Nos

Presentamos

1-Son muy famosos: Talking about yourself and other people.

Making comparisons.

2-Juego bien al fútbol: Saying how you do something.

Talking about your routine.

3-Mucho gusto: Making introductions.

4-Estás en tu casa: Asking for what you need.

Saying what you need.

5- Unos regalos: Buying gifts.

Describing someone´s personality.

6-Muchas gracias por el regalo: Writing a thank you letter.

Teaching & Learning

Styles (VARK):


videos, posters and

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Autumn term 2

1-¿Qué Comes?: Saying what you have to eat.

Talking about meal times in Spain and the UK.

2-¿Qué te gusta comer?: Saying what type of food you like and why.


videos, posters and

flash cards.





grammar.

La Comida

3- De compras: Buying fruits and vegetables.

Finding out how much things cost.

4-Cien gramos de jamón y una barra de pan: Buying food and drinks in a shop.

Numbers 31-100.

5-¡Qué Aproveche!: Saying that you are hungry and thirsty.

Ordering for a menu.

6-La comida sana: Talking about healthy eating.

descriptions.


using different props

and running dictations.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Spring term 1

De Compras

1-¿Qué ropa llevan?: Talking about clothes.

Comparing prices.

2-Me gusta aquella camiseta roja: Talking about what clothes you like and what

suits you.

3-¿Me lo puedo probar?: Shopping for clothes.

4-¿Qué vas a llevar para ir a la fiesta?: Describing clothes.

Asking about clothes.

Saying what you are wearing.

5-¿Llevas uniforme?: Talking about your school uniform.

6-En la calle principal: Talking about types of shops.

Saying where you can buy things.


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Spring term 2

El Turismo

1-¿Qué hay de interés?: Asking what there is to see in a place.

Asking what you can do there.

2-Tus vacaciones: Talking about where you go and what you do on

holiday.

3-¿Dónde fuiste?: Saying where you went, what for and who with.

4-¿A dónde fueron?: Talking about where other people went.

5-¿Lo pasaste bien?: Saying what you did on holidays.


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Summer term 1

¡Diviérte!

1-¿Quieres ir al cine?: Making arrangements to go out.

2-¿Qué tipo de películas te gustan?: Saying what sort of films you like.

3.Dos entradas, por favor: Buying cinema tickets.

4-¡Es genial!: Describing an event in the present.

5-¿Qué hiciste el sábado?: Describing an event in the past.

6-El estadio estaba lleno:


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Describing what things were like. Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Summer term 2

La Salud

1-¿Qué te duele?: Saying what is wrong.

2-Me siento mal: Saying you are not feeling well.

3-En la farmacia: At the chemist.

4-Hay que practicar mucho: Talking about how long you have been doing

something.

Saying what you should or shouldn´t do.

5-Hay que comer fruta todos los días: Talking about a healthy lifestyle.


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.



ELE

Year group: Y8 Advanced Teacher: Rosa Martin



Topics Curriculum concepts/ skills and competencies Learning styles Assessment Criteria; tests/ projects etc.

Autumn term 1

Me Presento

3.De Vacaciones 1-Repaso 1: -Introducing yourself and giving family information.

1-Repaso 2: -Describing people.

1.1-Te presento a mi familia: -Marital status, children…

-Nationalities.

-Introducing people.

1.2-Mi casa: -Describing where you live.

-Describing your house/flat and its context.

1.3-El pueblo donde vivo: Describing the town/area where yur live.

1.4-Lo bueno y lo malo: -Expressing opinions about place.

-Making comparisons between places.

-Describing weather and climate.

2-En el Cole 2-Repaso 1: -Revising school subjects and timetabes.

-Expressing likes and dislikes.

2-Repaso 2: -Classroom instructions.

Teaching & Learning

Styles (VARK):


videos, posters and

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

En el Cole

-Classroom vocabulary.

-School uniform and expressing opinions.

2.1-Mi colegio: -Describing school building and facilities.

-Expressing opinions about school and giving reasons.

2.2-Mi rutina diaria: -Describing daily routine.

2.3-Actividades extraescolores: -Talking about extracurricular activities.

-Describing the activities you do at school.

2.4-Planes para la vacaciones: -Talking about holidays plans.

-Describing a school of the future.

Autumn term 2

De Vacaciones

En Ruta

3.De Vacaciones 3-Repaso: -Ordering a meal in a restaurant.

-Revising place in town.

-Revising describing the weather.

3.1-¡Infórmate!: -Asking for tourist information.

3.2-Haciendo planes: -Understanding weather forecast.

-Understanding descriptions of Spanish festivals.

3.3-En el restaurante: -Booking a table and ordering a meal.

3.4-¿Qué tal las vaciones?: -Reading about holidays.

3.5-¿Qué hiciste?: -Describing what you did on holiday.

4.En Ruta 4-Repaso: -Asking the way and giving directions in town.

4.1-En camino: -Asking for and giving travel information.

4.2-En la estación:


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

-Finding your way around a railway station.

-Buying train and underground tickets.

-Asking for information about Spring term 1

¿Qué te ha

pasado?

En Casa Y En

El Trabajo

5.¿Qué te ha pasado? 5-Repaso: -Describing symptoms.

-Asking for advice.

5.1-Me siento mal: -Saying why you feel ill.

-Saying how you have hurt yourself.

5.2-Reservas y llegadas: -Booking hotel accommodation.

-Arriving at campsite.

5.3-En la recepción: -Checking into a hotel or campsite.

5.4-He perdido… -Describing lost property.

5.5-Quejas: -Making complains in a hotel.

6.En Casa Y En El Trabajo 6-Repaso: -Describing food, meals and mealtimes.

-Revising numbers and time.

6.1-Ayudando en casa: -Saying what household chores you do, why and how

often.

6.2-Un trabajo a tiempo parcial: -Describing part-time jobs.

-Saying how you spend your


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Spring term 2 De Compras

7.De Compras 7-Repaso: -Revising shopping for food and clothes.

7.1-En los grandes almacenes: -Shopping in a department store.


videos, posters and

flash cards.





grammar.

-Giving directions.

7.2-¿Qué opinas tú?: -Expressing opinions and preferences about shopping.

7.3-En el mercado: -Buying food.

7.4-¡Grandes rebajas! - Buying clothes.

-Making comparisons.

descriptions.





end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Summer term 1

De Juerga

8.De Juerga 8-Repaso: -Arranging to go out.

-Enquiring about cinema programmes.

8.1-La cartelera: -Finding out what is on.

-Buying tickets.

8.2-Una cita: -Inviting somebody out.

-Taking phone messages.

-Accepting and declining invitations.

8.3-La prensa: -Reading and discussing newspapers, magazines and

comics.

-Giving information about famous people.

8.4-¿Cómo fué? - Expressing opinions about a film or event.

-Describing the plot of a soap opera.

9.Yo 9.1-¿Cómo eres?

-Describing personality.


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Yo 9.2-Problemas: -Describing problems at home and nd at school.

-Taking phone messages.

-Accepting and declining invitations.

9.3-La dependencia: -Discussing the dangers of drugs dependences.

9.4-La calidad de vida: -Describing environmental problems and solutions.

-Saying what you do for the environment. Summer term 2

El Futuro

10.El Futuro 10-Repaso: -Revising school subjects and jobs.

10.1-¿Seguir estudiando o no?: -Discussing the options for further study.

-Discussing school rules.

10.2-¿Qué Carrera?: -Taking about career choices.

10.3-Buscando un empleo: -Making a job application.

10.4-En el futuro… - Talking about plans for the future.

-Discussing marriage and children.


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.


Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: Sociales Year group:8 Teacher: Mª Angeles Alvarez





Approx. 6 Units per term

Teaching & Learning Styles (VARK):

September/ December

Unidad 1: La representación de la Tierra Unidad 2: El relieve terrestre Unidad 3: Las aguas

La Tierra: un planeta del Sistema Solar Las capas externas de la Tierra y sus movimientos. El globo terráqueo y los mapas, Los elementos de un mapa Los puntos cardinales. Los hemisferios. La latitud y la longitud. La escala: definición y tipos. Usar la escala en un plano y en un mapa. Utilizar el mapa de usos horarios.

Visual: Interpretar la leyenda de mapas Auditory: Dictar coordenadas y puntos cardinales para orientarse en el espacio Read/Write: Activities from Unit 1 Kinaesthetic: Localizar un punto en un mapa utilizando las coordenadas geográficas: latitud y longitud.

Visual/Autitory: Interpretar representaciones esquemáticas del interior de la Tierra y de las formas del relieve terrestre.

Utilizar algunos mapas de océanos y continentes, de placas tectónicas, del relieve del mundo.

Read/Write: Activities from Unit 2

For each unit a test with questions of different types, marked by teacher. All activities in books, for class work and homework is self-marked, peer marked and checked by teacher to check layout and content and give a grade for attainment and effort.

La estructura interna de la Tierra Los océanos y los continentes. Las placas tectónicas. El concepto de relieve. Las formas del relieve terrestre Las fuerzas del interior de la Tierra, origen del relieve: fallas, pliegues, terremotos y erupciones volcánicas. El relieve cambia: la acción de la temperatura, el agua, el viento y los seres vivos sobre el relieve terrestre.

Los ríos: cauce, cuenca, curso y caudal.

Unidad 4: El tiempo y el clima Unidad 5: Los paisajes de la Tierra Unidad 6: Las personas y el medio natural

La acción de los ríos: cursos alto, medio y bajo. Las aguas marinas: salinidad, movimientos. Los lagos: qué son, orígenes. Las aguas subterráneas: qué son, formación, importancia. Los glaciares: qué son, partes. Los usos del agua. Interpretar dibujos esquemáticos: el ciclo del agua, el curso de un río, un glaciar de montaña. Analizar procesos: la acción de los ríos sobre el relieve en las distintas partes de su curso.

Visual/Auditory: Interpretar dibujos esquemáticos: el ciclo del agua, el curso de un río, un glaciar de montaña. Utilizar algunos mapas básicos: de ríos, de mares, de lagos.

Read/Write: Activities from Unit 3 Visual/Auditory:Interpretar

representaciones esquemáticas de la atmósfera terrestre. Utilizar mapas del clima y del tiempo.


Visual/Auditory:Interpretar

representaciones esquemáticas de los paisajes terrestre.

Read/Write: Activities from Unit 5 Kinaesthetic:Elaborar croquis y

climogramas


Oral participation and class contributions.

La atmósfera. El tiempo y el clima. Las temperaturas: definición, medida, factores. Las precipitaciones: definición, medida, factores. Las presiones: definición, medida, factores. Los climas de la Tierra.

Los paisajes: situación, clima, ríos, vegetación, humanización. El paisaje ecuatorial. El paisaje tropical. Los desiertos. El paisaje mediterráneo El paisaje continental El paisaje oceánico El paisaje polar. El paisaje de alta montaña

Comparar un paisaje antes y después de ser transformado por los seres humanos.

Analizar cómo se adaptan las personas a los distintos medios naturales y cómo esto da como resultado distintos paisajes transformados.

Extraer información medioambiental de distintos mapas temáticos

Jannuary/ March

Unidad 7: Atlas de los continentes Unidad 8: Atlas de España y de nuestra Comunidad Autónoma. Unidad 9: La Prehistoria

Conocer los rasgos físicos de los continentes: África, Asia, Oceanía, América, la Antártida y Europa. Explicar las razones que definen la configuración física de cada uno de los continentes citados. Localizar en un mapa los elementos básicos que configuran el medio físico de los continentes. Utilizar el atlas.

Visual/Auditory: Interpretar mapas de

relieve, ríos y climas a escala continental, nacional y regional Interpretar gráficos de picos y ríos de cada continente, de España y Andalucía

Read/Write: Activities from Unit7-8

Visual/Auditory: Interpretación de líneas del tiempo. Análisis de dibujos y fotografías de restos reales para obtener información.

Read/Write: Activities from Unit9

Conocer los principales rasgos físicos de España y explicar las razones de su configuración física. Conocer los principales rasgos físicos de Andalucía y explicar las razones de su configuración física. Localizar en mapas los elementos básicos que configuran el medio físico de España y de nuestra Andalucía. Utilizar el atlas.

La Prehistoria y la Historia. Las etapas de la Prehistoria El trabajo del arqueólogo. El proceso de hominización. El Paleolítico. El Neolítico. La Edad de los Metales. La Edad de los Metales en Andalucía.

Las civilizaciones fluviales: definición y características. El espacio mesopotámico. La historia de Mesopotamia: contexto

Unidad 10: Mesopotamia. Unidad 11: El antiguo Egipto

temporal y etapas. La estructura social mesopotámica. La cultura mesopotámica: religión, arquitectura, escultura.





La influencia del Nilo en la forma de vida,. Las etapas de la historia egipcia. El poder del faraón. Una sociedad desigual: privilegiados y no privilegiados. La vida cotidiana en el campo y en la ciudad. Las creencias: politeísmo y vida después de la muerte. El arte: la arquitectura monumental (templos y tumbas), la escultura, la pintura y las artes menores.

April/June Unidad 12: La historia de los griegos Unidad 13: La forma de vida de los griegos

El espacio griego. Las etapas de la historia griega. La época arcaica: nacimiento de las polis y colonización griega. La época clásica: las Guerras Médicas, el esplendor de Atenas y la Guerra del Peloponeso. El imperio de Alejandro Magno. El helenismo

Visual/Auditory: Interpretación de líneas del tiempo. Análisis de dibujos y fotografías de restos reales para obtener información. Interpretación del plano de un edificio.


Unidad 14: La historia de los romanos Unidad 15: La forma de vida de los romanos Unidad 16: Hispania en la Antigüedad. El caso de Andalucía Unidad 17: La caída del imperio romano. Los germanos

Visual/Auditory: Interpretación de mapas históricos y de líneas del tiempo. Análisis de dibujos y fotografías de restos reales para obtener información. Interpretación de organigramas. Análisis de la foto aérea de los restos de una ciudad. Análisis de edificios.


Read/Write: Activities from Unit16 Read/Write: Activities from Unit17

Lengua y Literatura 1º ESO YEAR 8

Primer trimestre

Segundo trimestre

Tercer trimestre

La comunicación literaria. Funciones del

lenguaje. La representación de los sonidos.

Fuentes y temas de la literatura. Palabras y

sintagmas. El sonido J. La grafía J.

La narrativa. El narrador. La oración. El

sonido J. La grafía G.

La narrativa. Los personajes. El sujeto.

Oraciones impersonales. La grafía Y.

La narrativa. El tiempo y el espacio. El

predicado. La grafía X.

Subgéneros narrativos en prosa. El cuento.

Los complementos y sus clases. Normas

generales de acentuación.

Subgéneros narrativos en prosa. La novela.

Los complementos verbales I. Acentuación

de diptongos, triptongos e hiatos.

Subgéneros narrativos en verso. Los

complementos verbales II. Acentuación

diacrítica.

La lírica. Rasgos generales. El atributo. El

complemento predicativo. Signos de cita.

La lírica. Versos compuestos. El verso libre.

Oraciones copulativas y oraciones

predicativas. Signos que delimitan incisos.

El teatro. Rasgos generales. Oraciones

transitivas, intransitivas, activas y pasivas.

Los sonidos LL/Y y D/Z.

El teatro. El texto y representación.

Oraciones con verbo pronominal. Los

sonidos S y Z. Seseo y Ceceo.

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