Learning Guide for Year 8

How can you help your child study?

Research shows that when parents become involved in their children's schoolwork, the children do better in school. One way you can get involved is by helping your child with homework. It will benefit both your child's school work and self-esteem.Here are some tips to  help with homework: 

  • Keep in touch with the teacher or teachers and check the marks your children are receiving for their homework. This more than anything tells you if the effort being put in is enough in terms of both quantity and quality.

  • Set a schedule, including both a beginning and an ending time. Most children need some time to unwind after school before they tackle their homework. Doing it too close to bedtime may make it difficult due to fatigue.

  • Plan homework at the same time of day each time This is not always possible with busy children who have lots of clubs and activities but if they get used to homework being part of their routine they are more likely to get on with it without kicking up a fuss.

  • Stay calm! If homework is causing friction then try to keep calm. The more positive you can be about homework in general the better. Praise your children when they have completed the work they have to do. A little encouragement can go a long way.

  • Create the right environment and avoid distractions. Sitting at a table or desk is likely to help. Ensure your child has all the equipment they need then there should be no need to stop half way through to find something. This helps to maintain concentration and momentum.

  • Check through any homework that has been set as soon as you possibly can. Checking homework early also helps you to assess how long the homework will take.

  • Make sure they have enough time to complete the work. Many children do not work as well when up against the clock. Make sure there is plenty of time available to get the work done.

  • Be available when your child is doing homework, so that you can answer a question if there is confusion. If possible, it is better for you to be in another room, so you are easily

  • Accessible and yet not a distraction.

Drama, Dance and Music are on a carousel and students will study some of the following units in each subject.

Unit 1  Using a Stimulus. Patti Hurst- devising naturalistic and non-naturalistic.
Unit 2  Professional Study. Theatre history – A study of drama through history and the different styles and forms of theatre. Intro to Greek, Medieval, Renaissance, Restorations and Modern Theatre.
Unit 3 Studying Styles. Lord of the Flies – A scripted piece exploring a range of drama techniques within a text.
Unit 4 Developing Drama Techniques. Dilemmas - Devising from a stimulus (Crash) - thought tracks, movement, crosscutting, freeze frames.

Unit 1 Youth Culture. Developing choreography and performance skills using Urban dance styles.
Unit 2  Jazz Dance. Exploring style and the use of props to enhance choreography and performance.
Unit 3 Resistance. Using scientific principles to explore contrasting dynamics through choreography and performance.
Unit 4  Professional dance Work. Using “Swansong” by Christopher Bruce to explore the themes of Human Rights and Interrogation through choreography and performance. 

Unit 1  Professional Study. Great Composers – Pachelbel Popular Classics - Development unit from Beethoven y7.  Performing and composing in a Classical style and exploring Great classical Composers. 
Unit 2  Studying Styles World Music U.S.A Blues– Listening, performing (including singing) and composing music in a Blues style using improvisation.
Unit 3  Using a Stimulus. Great Composers – John Williams Film Music –  Introduction to Cubase sequencing software. Composing music using Musical devices to a professional brief.
Unit 4  Developing Music Technique. Great Composers The Beatles Popular Song – Development unit from Battle of the Bands y7. Listening, appraising & performing (including singing) popular music styles from 1960 and introduction to Fusionthrough the music of The Beatles.   

Year 7 students will undertake a range of these sports and activities, on a carousel basis.
Term 1  Football, Rugby, Gymnastics, Multi-skills, Netball, Swimming, Fitness, Water Polo, Intra-form competitions
Term 2 Swimming, Basketball, Water Polo, Fitness, Gymnastics, Football, OAA(Outdoor & Adventurous Activities)
Term 3 Athletics, Cricket, Swimming, Dance, Rounders, Intra-form Competitions

Term 1 The person of Jesus. Celebrating our Saviour. Exploring the Mass. Celebrating our faith.
Term 2 Paschal mystery. Following the story of our Saviour. The mission of the Church. Spreading the Good news.
Term 3  The Church in Britain. The spreading of our faith. Buddhism. Exploring world religions. Sex and Relationships Education. Growing up and growing wise. 

Term 1 Number—Powers, Algebraic expressions and equations Statistics—Ratio and Proportion, Fractions, Percentages
Term 2 Reasoning with Shapes, Loci, Graphs, equations and Inequalities Geometry—Circles, Trigonometry, Ratio and Proportion
Term 3 Graphs—Further Probability, Formulae—Area / Perimeter

Term 1  The Media. Writing Assessment.  The Novel. One chosen from (Abomination, Holes, Private Peaceful). Writing Assessment.
Term 2  Shakespeare (The Tempest). Reading Assessment. Poetry. Poems from other cultures. Reading Assessment.
Term 3  Non-fiction. The Play. One chosen from (Salem, The Amazing Maurice and his educated rodents, Johnny and the Dead)                  

Term 1   Nutrition, digestion and health. Looking at a healthy diet and how our body digests the food we eat. Analysing the effects of misuse of recreational drugs. Magnetism. Describing the forces of magnetism, Explaining how electromagnets work and understanding how compasses are used for navigation purposes. Waves. Describing the features of waves with a particular focus on sound waves.
Term 2Chemical reactions. Investigating simple chemical reactions. Looking at chemical reactions on an atomic level and describing patterns of reactivity in the periodic table.  Gas exchange and respiration. Describing the structure of   respiratory / circulatory systems. Gas exchange and the effects exercise has on breathing rate. How the oxygen we breathe in is used in the cellular process of respiration. Earth and atmosphere. The structure of the Earth and the composition of the Earth’s atmosphere. The impact of human activity on carbon dioxide levels and the greenhouse effect.
Term 3Electricity: Constructing electrical circuits and explaining how voltage and resistance change in various circuits. Explaining how static electricity is generated. Materials. Investigating displacement reactions and looking at the uses of ceramics, polymers and composites.

Term 1   My local area. Learning how to use maps to identify key features of Bradford and the surrounding area. Develop an understanding of how Bradford’s physical and human environment has changed over time. Europe and Italy. The countries making up the EU. The reasons for its formation and the benefits/problems of the EU.  An in-depth study of Italy, including its main physical and human features. Describing the different characteristics of northern and southern Italy. Italy as a tourist destination.
Term 2   Hot and cold environments. The location of deserts around the world. The characteristics of deserts, and the main landforms found there. Describing how plants, animals and people manage to survive in hot deserts. What are the physical features of Antarctica? How do people manage to live there. The human threat to Antarctica’s fragile ecosystems. Population change. Understanding how the population of a place changes. Why do different countries have different populations? The impacts of high population increase. How countries try to reduce population growth, such as China’s one child policy
Term 3   Rivers. How rivers work. The water cycle and how water reaches a river channel. Erosion and deposition, resulting in landforms such as valleys, waterfalls and meanders. Local river landforms such as caves and limestone pavement in Malham. Globalisation. How are different countries connected to each other? Using the fashion and sports industries to show how globalisation can impact different people in different ways. Studying the impacts of large global companies such as Nike. Brazil. The study of the impact of holding the Olympics in Brazil in summer 2015. 

Term 1   The Tudor Revolution 1509-1603. Why did Henry VIII marry so often? What was the English Reformation? How did the church change during the reigns of Edward VI, Mary and Elizabeth?  Why was Mary Queen of Scots significant? How was the Spanish Armada defeated? What was society and culture like in Tudor England?
Term 2   The English Revolution 1603-1714. What were James I’s ideas about kingship? What was the significance of the Gunpowder Plot? How did Charles I cause a civil war? What happened in theEnglish Civil War? Was Cromwell a hero or a villain? Why was the monarchy restored? What was life and society like in Stuart England?
Term 3   Expansion, Trade and Industry 1750-1900. Why were there revolutions in population, agriculture, transport and industry? What was the slave trade and how was it ended? What was the significance of the British Empire? How did economic developments change society? What was the French Revolution and why was it important?


Term 1/2  'Victor and Vanquished' A thematic project. Students explore ideas inspired by a selection of artworks. They  create several drawings from observation.  These will be used to develop design ideas for a final lino print in response to the theme.
Term2/3   Mixed media/Textiles. A contextual inspired project leading to a final piece. Students analyse through drawing, discussion and written annotations, a series of contextual images and then create a presentation. They create their own ideas using observational and secondary source drawings and experiment with mixed media techniques to create a final piece. 


Unit 1Textiles. Planner Cover. Research Pop Art to design a planner cover using ICT, sublimation printing, machine stitching and embellishment, considering the sustainability of cotton.
Unit 2  Food. Skill for Life. Consider Genetically Modified foods, Organic Farming, working safely with meat, gelatinisation,  making food products to consolidate these key concepts. Complete a design and make task to modify a recipe to make a healthy cake. They use a range of new preparation and cooking skills and evaluate dishes they make.  
Unit 3  Resistant Materials. Novelty Chocolate Packaging. Analyse and research possible themes. Produce a suitable packaging and mould to produce the inlay tray for a chocolate. Develop a range of designs for a manufacturers logo. Consider different plastics, equipment and manufacturing processes linked to industry. 


Term 1   School Council Vs Local Council, Types of Government, The Role of Parliament and MPs, Introduction to Human Rights Nazi Germany & Holocaust, Rwandan genocide, Human Rights and The UK.
Term 2My Identity & Me, Immigration, Racism, Discrimination and Tolerance, Methods of Campaigning, Pressure Group Project.
Term 3 Introduction to Crime & Punishment, Young offenders, Legal Rights and Responsibilities, Moral Rights and Responsibilities, Financial Capability Unit. 


Term 1  Information about self and family members, pets, describing personalities, hobbies and preferences of family, jobs & careers of family, future plans.
Term 2  Describing your house, bedroom, after school activities, my town, making plans to meet, directions, the weather.
Term 3 Types of technology and opinions, mobile phones and their functions, the Internet, How we listen to music / watch films / watch TV, the future tense. 


Term 1   Email safety (induction), App inventor using Appshed, Website development using HTML.
Term 2  How computers work, Introduction to Databases and Binary.
Term 3Python (computer language) for beginners

Click here to download this Year 8 Learning Guide