Year 8 Curriculum Handbook

Education Excellence & Character Development
YEAR 8 CURRICULUM
HANDBOOK
King Solomon International Business School
2017-2018

Contents
Year 8 Curriculum ............................................................................................................................................. 2
Year 8 Art/DT Overview ................................................................................................................................... 3
Year 8 Drama Overview .................................................................................................................................... 5
Year 8 English Overview ................................................................................................................................... 7
Year 8 Geography Overview ............................................................................................................................. 9
Year 8 History Overview ................................................................................................................................. 11
Year 8 - Computing Overview ......................................................................................................................... 13
Year 8 - Computing/IT Curriculum ................................................................................................................. 15
Year 8 - Business Overview ............................................................................................................................ 16
Year 8 Mathematics Overview ........................................................................................................................ 18
Year 8 Music Overview ................................................................................................................................... 20
Year 8 Physical Education Overview .............................................................................................................. 22
Year 8 RE Overview ........................................................................................................................................ 24
Year 8 Science Overview ................................................................................................................................. 26

Year 8 Curriculum
At King Solomon International Business School each year is made up of four
nine-week cycles. Each cycle is separated by an immersion week where students
will complete a range of activities. These activities will include business projects,
PSHCE and careers as well subject based projects to deepen understanding.
During each nine-week cycle students will acquire new skills and knowledge
which will be assessed in a mastery quiz in week 4 and a cumulative assessment
in week 7. In weeks 8 and 9 subject staff will extend the learning further as well
completing interventions following the assessment.
The unit of work for each cycle will have a big question that links the new
learning together under a philosophical or practical question such as “How can
mathematics explain the world around us?” or “What can we do about
poverty?”.
Cycle 1 11 September 2017 to 17
November 2017
Immersion week 1 20 November 2017 to 24
November 2017
Cycle 2
27 November 2017 to 9 February
2018
Immersion week 2
12 February 2018 to 16 February
2018
Cycle 3 26 February 2018 to 11 May 2018
Immersion week 3 14 May 2018 to 18 May 2018
Cycle 4
21 May 2018 to 27 May July

Cycle 1/2 – Art
Year 8 Art/DT Overview
Cycle 1/2 - Textiles
BIG QUESTION
How can other people’s work inspire my own?
Researching Art Movements:
- What is the Pop Art movement?
- What is portraiture and how is it used in Pop
Art?
Proportions and Observational work:
- What are the basic proportions of the face?
- How can I draw accurate features?
Exploring Media and Techniques:
- How does the media/technique I use effect the
‘feel’ of a portrait?
- Can simplifying a portrait make it more
effective?
Final Outcome:
- How can I use repetition to create a Pop Art
piece of work?
ASSESSMENT
BIG QUESTION
What’s in the bag?
What is the Health and Safety in the Textile
Room?
What is ACCESSFM and how do I use it to analyse
existing products?
How do I use the findings of product analysis to
write a design brief and start my designing?
What are patterns/template and how do pattern
marking inform me when I create my pattern?
What is Tie Dye and how do I manipulate the
fabric to create my own design?
How do I use the sewing machine to create my
design?
Does my product meet the original Design Brief
and Specification?
ASSESSMENT: Self and Peer Assessment,
Teacher Assessment every three weeks.
Cycle 3/4 – Product Design / RM
BIG QUESTION
Big Question: How can I use inspiration from other
designers to create a desirable product?
Understanding the Design Process:
- How do I interpret a Commercial Design Brief?
- Why is robust research and analysis important
when designing a new product?
Understanding Materials and Technologies:
- What is sustainability and why is it important
in design?
- How can I use modern technologies to create
my designs?
Constructing a useable product:
- Why is prototyping important?
- How do I construct my product to a high
standard?
Evaluating my product:
- Does my product meet the original Design
Brief and Specification?
ASSESSMENT
Cycle 3/4 – Food
BIG QUESTION
How do I create a healthy lunch?
How will I promote health and safety in the Food
Technology room?
How do I demonstrate safe use of key pieces of
equipment, including the hob and oven?
How do I develop techniques, to make a range of
products, including accurate weighing, cutting
techniques, rubbing-in etc?
Why is it important to follow a recipe and work
methodically?
How do I modify a recipe to suit an individual’s
taste or dietary need?
How do I use my five senses and consider
improvements that could be made.
What are the healthy eating principles and how
do they relate to the Eatwell Plate?
ASSESSMENT: Peer and Self-Assessment and
Teacher Formative and Summative feedback.

KS3 Art and Design lessons will have an emphasis on the visual elements, and introduce a
range of materials and techniques in both 2D and 3D. Each project also has a strong basis
in critical studies, allowing pupils to relate the work they produce to that of a broad range
of artists and designers. Each project has scope for exploration, creativity and selfexpression,
with learning objectives that include creativity and exploration of materials to
produce an individual final piece.
KS3 Design and Technology lessons will be rotated between a selection of specialisms to
allow pupils to gain skills and understanding in a range of materials and techniques
including food technology. Projects will have an emphasis of the ‘Iterative Design Process’,
understanding design briefs, carrying out effective research and planning, creating
prototypes, testing and evaluating. Pupils will consider how products will be used, who will
use them, how much they cost and their appearance. They will develop their understanding
of designing and making, and expand their practical skills.
KS3 Assessment in Art and Design is based on the criteria that pupils will work towards
during GCSE:
AO1: Develop ideas through investigations, demonstrating critical understanding of
sources.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate
media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and
demonstrates understanding of visual language.
KS3 Assessment in Design and Technology is based on the criteria that pupils will work
towards during GCSE:
AO1: Identify, investigate and outline design possibilities to address needs and wants.
AO2: Design and make prototypes that are fit for purpose.
AO3: Analyse and evaluate:
- design decisions and outcomes, including for prototypes made by themselves
and others
- wider issues in design and technology.
AO4: Demonstrate and apply knowledge and understanding of:
- technical principles
- designing and making principles.
You will be assessed formally during each cycle to determine understanding of key
ideas, techniques and information.
The Iterative
Design Process:

Year 8 Drama Overview
Cycle 1
What is Drama?
What elements make
up Drama?
What are theatre
conventions?
How can Drama skills help me to communicate
effectively with others?
What is the role of the performer?
What is the role of an audience?
What makes a team successful?
Can I use language to influence others?
Can I communicate effectively within a team?
What is a significant moment in history?
How important is it to build working relationships
with your peers?
ASSESSMENT:
Individual contribution to a group devised
performance based on research and group
collaboration.
Cycle 3
How do we decide who we are?
What makes me who I am?
How do others perceive me?
Is there a difference between my internal and
external character?
Can I learn from the experience of others?
How can I successfully create a character for
performance?
Does my voice and physicality reflect who I want to
be?
What can I learn from World Theatre?
Can I create a convincing character?
Can my inner thoughts be shown without words?
Can I learn about the world through different
perspectives and viewpoints?
Can I build my self-confidence through the
rehearsal and performance process?
ASSESSMENT: Performance of monologue and
duologue.
Cycle 2
Can I express myself in new and original ways?
Can I visualise a stage setting from an extract of a
play?
Will I be able to create a character from a text?
Can I work closely with others to express a shared
vision for performance?
Can I find new ways to create mood and atmosphere?
How important is it to be true to character?
Will I be able to learn my lines effectively?
How can I best support my team?
ASSESSMENT:
Individual roles within
the creative process,
rehearsals and final
performance.
Cycle 4
What is Theatre-in-Education?
Why is it important to express ourselves?
How do we gain trust from others and gain their
trust?
Is it important to see the world from someone else’s
perspective?
Can I change my audience’s mind about something
through facts and evidence?
Can role-play help to throw light on an issue or
event?
Why do we feel so strongly when we feel something
is unfair?
Is it important to listen to others?
Can you respect someone’s opinion even if you do
not agree with it?
How well can you engage your audience?
How can you tell if you have succeeded in engaging
your audience?
ASSESSMENT: Final performance to a specific
audience delivering an educational message.

Year 8 Drama Overview
KS3 DRAMA
There are 3 attainment targets in Drama:
AT1 Creating Drama
AT2 Performing to an audience
AT3 Responding to Drama
You will be assessed formally in the final week of each cycle using GCSE style
performance projects.
CYCLE 1: DEVISING DRAMA – A SIGNIFICANT MOMENT IN HISTORY
In small groups, you will devise a short performance based on extensive research.
You and your team will share roles and responsibilities and explore ways to
perform your chosen ‘moment’ in an engaging and dynamic way.
CYCLE 2: WRITING FOR PERFORMANCE
In small groups, you will explore opening scenes from different plays to explore
how to create mood, atmosphere, character and situation. This will provide your
group with a starting point into your own original scene for performance to an
audience.
CYCLE 3: PERFORMING TEXTS- MONOLOGUES AND DUOLOGUES
You will explore a selection of monologues and duologues from a selection of
international drama scripts as a starting point for individual and paired
performance projects.
CYCLE 4: THEATRE-IN-EDUCATION
In small groups, you will create a piece of T.I.E for a specific target audience, ie.
Year 1 children. Your performance will aim to create awareness or educate your
audience about an important issue, eg. Bullying, Stranger Danger, etc.

Year 8 English Overview
Cycle 1
BIG QUESTION
How do we decide what is right and what is wrong?
Researching, Exploring and Analysing:
✓ History of Elizabethan and Jacobean England
✓ The Globe Theatre
✓ History of William Shakespeare
✓ Macbeth
✓ Extracts of Gothic Literature
ASSESSMENT: Reading Response
Cycle 3
BIG QUESTION
Why should we study racism?
Researching, Exploring and Analysing:
✓ America in the 1930s
✓ Extracts from To Kill A Mockingbird
✓ Extracts from Of Mice and Men
✓
ASSESSMENT: Reading Response
Cycle 2
BIG QUESTION
How can your writing reflect your personality?
Exploring, Producing and Evaluating:
✓ Travel Writing
✓ Biography Writing
✓ Journal Writing
✓ Blog Writing
ASSESSMENT: Creative Writing Task
Cycle 4
BIG QUESTION
What is the purpose of the news and the media?
Exploring, Producing and Evaluating:
✓ Victorian Newspaper Articles
✓ Twentieth Century Newspaper Articles
✓ Modern Day Newspaper Articles
ASSESSMENT: Creative Writing Task
English Language Assessment Objectives:
1. Identify and interpret explicit/implicit ideas and information and to select and synthesise evidence.
2. Explain and comment on or analyse how writer’s use language/structure for effect and to use
terminology.
3. Compare writer’s ideas/perspectives and explore how these are conveyed in texts.
4. Explore and evaluate texts critically and support this with appropriate textual reference.
5. Communicate clearly/imaginatively; adapt tone, style and purpose; effectively organise writing with
structural features.
6. Use a range of vocabulary, sentence structures with accurate spelling and punctuation.
7. Demonstrate presentation skills in a formal setting
8. Listen and respond appropriately to spoken language including to questions and feedback.
9. Use spoken Standard English effectively
English Literature Assessment Objectives:
1. Read, understand and respond to texts, using textual references.
2. Analyse language, form and structure used by a writer to create meanings, effects with appropriate
terminology.
3. Show understanding of the relationships between texts and the contexts in which they were
written.
4. Use a range of vocabulary and sentence structures for clarity, purpose and effect with accurate
spelling and punctuation.

Year 8 English Overview
Year 8 English focusses on building upon the key assessment objectives and skills found within
the new GCSE specification. You will explore the key skills in a range of contexts. It is essential
that you understand a range of different writing styles, genres and texts from different periods
in time and can select appropriate techniques to solve practical problems. Lessons will include
tasks based around actual GCSE questions so that preparation for your GCSE examination begins
in Year 8. Extension work will be provided to stretch your knowledge into higher skills which will
also be covered in future years.
Reading Response: PEEL Paragraphs. When responding to any written texts, students are
expected to use the PEEL paragraph structure. As they progress through the stages of Mastery
they may find that they use this as the foundation of their paragraphs, but stick to the stages
less rigidly.
Point
Evidence
Explore
Link
This is the opening sentence of your paragraph, which must indicate what the paragraph is about. It should
directly respond to your task title or question.
This is a quotation taken from the text that is being studied, it should support or prove what has been said
in the point. You should try to embed your quotation into a sentence.
This is where you must explain in as much detail as possible what your evidence shows. Students should try
to answer the questions below in full sentences to develop their exploration:
1. What does your quotation suggest or imply?
2. How does your quotation suggest or imply these things?
3. What effects are created by specific words, techniques or phrases in the quotation?
4. How is the reader or audience affected by the ideas in this quotation?
5. Why has the writer created these effects or ideas in the quotation?
This should conclude what your quotation shows overall in relation to your point. It must re-address the
task title or question.
Punctuation and How to Use It:
Full stop - . – used to end a sentence.
They knew how to use a full stop in their writing.
Comma - , – used to separate items in a list or subordinate clauses.
Although the class still weren’t sure about semi-colons, they knew how to use
commas in their work.
Speech marks – “ ” – used to identify speech (new line for new speech).
“Remember you must write four paragraphs.” repeated the teacher.
Apostrophe – ‘ – used to show abbreviations or to show possession.
They’d all borrowed one of Miss Crew’s pens.
Exclamation mark - ! – used to show shock or surprise.
The whole class scored an unbelievable 80/80 in the assessment!
Question mark - ? – used to show something is a question.
Why had it taken them so long to realise their teacher was trying to help?
Brackets – ( ) – used to show additional information about something.
Rebecca (a hardworking student) worked hard to improve her writing skills.
Dashes - - used in the same way as brackets.
Alex – a polite young man – tried his best to revise for his assessment.
Colon - : - used to introduce a list or explanation.
The girls had all of their equipment: a pen, a pencil, a ruler, a calculator, a reading
book and a planner.
Semi-colon - ; - used in the same way as ‘and’ to connect to related sentences.
Ryan really wanted to do well in his assessment; he revised whenever he had
chance.

Year 8 Geography Overview
Cycle 1
BIG QUESTION
What are the world’s biggest killers?
Topic Overview
Within this topic you will investigate a number of
different subjects. This includes natural disasters,
diseases and poverty. You will also learn about
what is being done to reduce the effects of these
different threats to the human race.
Key Skills
Within this topic you will improve your skills of
interpreting numerical data. You will also
improve your map skills and drawing labelled
sketches and diagrams.
Assessment
GCSE Style Questions
Cycle 3
BIG QUESTION
Water. Why is it so important?
Topic Overview
Within this topic you will study the oceans and
the importance of this ecosystem for a variety of
animals and plants. You will also study global
water security and how we are ensuring we have
enough water for everyone.
Key Skills
Within this topic you will improve your skills in
interpreting information and data presented to
you. You will also improve your analysis of
photographic evidence and using atlas maps.
Assessment
GCSE Style Questions
Cycle 2
BIG QUESTION
How do animals survive there?
Topic Overview
Within this topic you will be studying different
ecosystems found around the world. You will
investigate how plants and animals have to be
adapted to live there and what threats they are
facing.
Key Skills
Within this topic you will improve your skills of
creating graphs as well as analysing numerical
data. You will also improve your skills of
describing patterns shown in diagrams and
graphs as well as interpreting photographs.
Assessment
GCSE Style Questions
Cycle 4
BIG QUESTION
How will we keep the lights on in the future?
Topic Overview
Within this topic we will look at the global energy
crisis and how we are ensuring that we are able
to provide energy in the future when nonrenewable
resources run out. We will also
investigate the problems associated with the use
of non-renewable and renewable energies.
Key Skills
Within this topic you will improve your numerical
skills as well as your skills of interpreting data
presented through graphs and infographics.
Assessment
GCSE Style Questions

Year 8 Geography Overview
Year 8 Geography focuses on developing some of the basic skills and knowledge required for
the new GCSE specification. It is important that you begin to improve your interpretation of
data presented as well as your skills in creating graphs. Lessons will include GSCE style
questions so that preparation for your GCSE examination continues in year 8.
Assessment Objectives for Geography
Within each of the topics you will be developing your literacy skills through a variety of
different ways such as writing newspaper articles and reports. On top of improving your
literacy skills, the following skills will be imbedded into each subject through Key Stage 3 to
prepare you for your GCSE in geography, should you choose it.
AO1: Demonstrate knowledge of locations, places, processes, environments and different
scales.
AO2: Demonstrate geographical understanding of: concepts and how they are used in
relation to places, environments and processes; the interrelationships between places,
environments and processes.
AO3: Apply knowledge and understanding to interpret, analyse and evaluate geographical
information and issues to make judgements.
AO4: Select, adapt and use a variety of skills and techniques to investigate questions and
issues and communicate findings.
What do exam questions look like in Geography?
In order to prepare you for your geography GCSE exam questions will be incorporated into
the lessons. This will help to equip you with the relevant skills needed for your exams. Below
are some examples of GCSE style questions.
1. Suggest one way that international co-operation can help make tropical rainforests more
sustainable. [2 marks]
2. Explain two reasons why many countries are experiencing energy insecurity. [4 marks]
3. Describe and explain the features of the vegetation found in the tropical rainforest. [6 marks]
4. Explain why some parts of the word have energy insecurity and why some parts have energy
security. [6 marks]
5. For a small scale ecosystem that you have studied, explain the role of each component
(producers, consumers, decomposers etc.). [9 marks]
Commonly misspelt words in geography
Below are the top 10 commonly misspelt words in geography, ensure you learn these
spellings!
1. Environment
2. Sustainable/ sustainability
3. Urbanisation
4. Pollution
5. Temperature
6. Government
7. Volcano
8. Business
9. Economic
10. Foreign

Year 8 History Overview
Cycle 1
BIG QUESTION
How does a country win a war against
itself?
1) Who should have succeeded Elizabeth I?
2) What caused the English Civil War?
3) Cavalier or Roundhead?
4) How did the New Model Army help
Cromwell win?
5) Did Charles I deserve the death sentence?
6) Was Cromwell a better leader than Charles?
7) Why didn’t the Interregnum work?
8) Why was Charles II restored to the throne?
9) How did James II end the reign of the
Stuarts?
Cycle 3
BIG QUESTION
How did Britain become Great?
1) How did Britain rule a quarter of the world
and its people?
2) What was the Industrial Revolution?
3) Which was more important, the Industrial or
Agricultural revolution?
4) What was it like in Edwardian Britain?
5) How did the Titanic sink?
6) How would the different classes of
Edwardian Britain experience the Titanic?
7) Who were the Suffragettes?
8) WSPU (Suffragettes) or NUWSS
(Suffragists)?
9) How did Women gain the vote in 1918?
Cycle 2
BIG QUESTION
The Transatlantic Slave Trade: was it right?
1) What was life like back in Africa?
2) How did the Slave Trade Triangle work?
3) What was the journey of the slave like?
4) How would it have felt at a slave auction?
5) Who had the better life, a regular slave or a
house slave?
6) Did slaves ever resist their masters?
7) How did slavery end?
8) Did things change for black people once
slavery ended?
9) Does slavery still exist today?
Cycle 4
BIG QUESTION
World War One: is it sweet and right to die
for your country?
1) What were the long-term causes for the
war?
2) What were the short-term causes for the
war?
3) The Schlieffen Plan and the War of
Movement
4) How were the trenches established?
5) What were the conditions like in the
trenches?
6) How did people’s views of war change?
7) What were battles like in the First World
War?
8) How did warfare change over the course of
the war?
9) How did the war come to an end?

Year 8 History Overview
Year 8 History is aimed to improve on the historical skills you gained in Year 7, with an emphasis
much more on the use of historical information and your knowledge. You will be expected to use
evidence to always back up your opinions and to extend your historical knowledge beyond your
initial opinions. This will take the form of sources, which you will look at and make interpretations
from using these skills. This will help prepare you for GCSE example questions to challenge and
inspire you, and these have four areas for assessment.
AO1: Knowledge and understanding of
key figures and characteristics of a time
period.
AO2: Explain and analyse historical
events and periods.
AO3: Analyse, evaluate and use sources
in judgements.
AO4: Analyse, evaluate and make
substantiated judgements on
interpretations.
35% of your
overall mark
35% of your
overall mark
15% of your
overall mark
15% of your
overall mark
This means looking at the
most important people and
aspects of our topics.
This means looking at the
most important things that
happened in our topics.
This means using pictures and
documents to learn more and
make conclusions about our
topics.
This means using the views of
important historians and
historical people to learn
more and make conclusions
on our topics.
To be a good historian, you also need to be a good COP!
Sources
C O P
O
N
T
E
N
T
R
I
G
I
N
U
R
P
O
S
E
are like evidence, use it!

Year 8 - Computing Overview
Cycle 1 - Moviemaker and Audacity
BIG QUESTION
What is the difference between Job Skills, Job Roles
and Job Descriptions?
Cycle 2 - Band Manager - Spreadsheets
BIG QUESTION
What is the purpose using Goal Seek in a
Spreadsheet?
Building the team
• Take an active role in the team and explain
some of the key roles in a
marketing/advertising company
Project Planning
• To plan a project from start to finish
• Use ICT to present and update a plan during a
project
Create the Packaging
• Create the packaging for a given Game and
target audience
Planning the Podcast
• Devise an engaging audio advert, with timings
and effects that is suitable for the target
audience
Movie Maker Advert
• To make an TV advert in Movie Maker
ASSESSMENT
Using the Goal Seek Tool?
• Apply the Goal Seek Tool to answer
questions about the Spreadsheet Model.
Interrogating a Spreadsheet
• Enter data into a spreadsheet, create
formula and use Goal seek to make a
simple calculations
Absolute Cell Referencing?
• What exactly is VAT?
• Apply absolute cell referencing
techniques to calculate VAT.
Formatting
• Copy and paste new labels and variables
into a spreadsheet
• Apply a range of formatting to a
spreadsheet
Creating a Presentation
• Create a presentations using text,
images, colour and include hyperlinks
and transitions
ASSESSMENT

Cycle 3 - Using Adobe Animate
BIG QUESTION
What is an animation?
Adobe Animate
• To identify the functions of the Adobe
Animate interface
• Create a basic animation in Animate
Tweens
• Create a Shape Tween
• Create a Classic Tween
• Create a Motion Tween
• Create a Frame by Frame Animation
Planning an Animation
• Create a plan for an animation that is fit for its
purpose and the target audience
• Annotate the storyboard to fully explaining the
choice of colours, background, sound effects
and characters
Create an Animation
• Create the beginnings of the animation using
layers, frame by frame animations, motion or
classic tweens
ASSESSMENT
Cycle 4 - Using Small Basic Programming
BIG QUESTION
What are Algorithms and Pseudocode?
Write a basic computer program
• Identify features of the Microsoft Small
Basic interface
• to run a write line command
• Explain different types of operations and
variables
Write a program using variables
• State the meaning of a variable and
demonstrate its use
• Create If statements based on data that
is inputted
Write a program using loops
• Know how a loop function works
• Run a write line command that outputs
numbers using a loop.
Use the graphics window to draw shapes
• State the meaning of a WHILE loop
• Run a single Sub Routine to draw a
shape
ASSESSMENT

Year 8 - Computing/IT Curriculum
The aim the KS3 curriculum is to build and develop students into becoming confident digital citizens who understand the power
of their digital world. Students will follow 4 strands and use accessible, challenging and engaging projects that will empower and
promote the productive use of ICT. All students will have the opportunity to write their own programs, produce their own Apps
or create professional quality digital products. Students should feel safe when using technology and the web. They will learn
what their rights and responsibilities are, as well as how legislation such as The Protection from Harassment Act and The
Computer Misuse Act can affects them.
The Four Strands of the Computing Curriculum
DIGITAL CITIZENSHIP
DIGITAL LITERACY
• To know how to be responsible when using
social networks, technology and other
online tools
• To understand the possible dangers they
can face online
• To learn how to deal with situation they
may encounter online
• To understand the impact ICT has on the
world around them
• The positive and negative effects of ICT on
their lives
• To learn how to use privacy setting on
social networks
• Will be proficient in using a range of
digital applications
• To be able to transfer skills from one
application to another
• To be able to identify accurate
information in the digital world
DIGITAL CREATIVITY
• The understand the importance of
evaluating existing digital content
• To consider audience and purpose when
designing and creating digital products
• To be able to effectively combine text and
images to produce effective digital products
• To be able to effectively edit, repurpose and
combine digital elements
• To understand the importance of self and
peer evaluation
• To be effective when working
independently as well as when collaborating
with team
COMPUTING
• To be able to create interactive games
by using a visual programming
language
• To learn a textual programming
language and related computational
terminology
• To know about the hardware
components inside a
computer/tablet/smartphone
• To know what an operating system is
and why it is used
• To understand the history of
Computing, as well as key figures in
history
• To understand what an algorithm is
and why they are used
• To have a basic understanding of
networks

Cycle 1 - Spotting a Business Opportunity 1
BIG QUESTION
What is the purpose of a business?
Business Purposes
• Explain why different businesses exist
Understanding Customer Needs
• Identify different customers with different
needs
Year 8 - Business Overview
Primary and Secondary Research
• Create a flow diagram to show the process of
collecting data for each method of research
Qualitative and Quantitative Data
• Understand the difference between qualitative
and quantitative data
Market Mapping
• Identify different product ranges
• Create a Market Map
Analysing the Competition
• Explain how competitors affect new start-ups
Cycle 2 - Spotting a Business Opportunity 2
BIG QUESTION
What is the difference between a Franchise,
Franchisee and Franchisor?
Added Value
Explain the main sources of added value
Franchise Start-ups?
• Explain the advantages and
disadvantages for a franchise
Enterprising Skills
• List and explain the four main enterprise
Skills
Risks and Rewards
• Explain why start-ups are risky
• Know what could go wrong for the
entrepreneur
Board Game Design
• Investigate existing board games
Design the game
• Decide on the theme of the game
ASSESSMENT
ASSESSMENT ONGOING

Cycle 3 – Designing a Board Game
BIG QUESTION
What is a Prototype?
Make a Prototype
• Consider the rules and the layout of the board
Test with Focus
• Provide constructive feedback on each other’s
games
Make the Final Version x 3
• From the feedback received, it’s time to make
the final version
Marketing the Board Game
• Once the game has been completed, it’s time
to advertise the game
Peer Assessment
• Provide constructive feedback on the final
board game
ASSESSMENT ON THE FINISHED PRODUCT
Cycle 4 - Putting a Business Idea into Practice
BIG QUESTION
What are the different terms for money?
Costs?
• What do entrepreneurs need to know
about cost
Forecasting Cash Flows
• Explain why cash flow is important
Obtaining Finance
• Know the key finance issues for a start
up
• Name the main sources of finance
Profit
• What is the importance of profit
• What is the formula for profit
Revenues and Demand
• What is demand?
• What are the factors affecting demand
ASSESSMENT
Year 7 and 8 Business and Enterprise
Business Enterprise is taught to all Year 7 and 8 students across the school. You will receive
one lesson per week and this is taught by specialist Business Studies teachers. The subject
engages you to think about all aspects of a business and it allows you to make educated
judgements based on the knowledge and understanding you will gain during your lessons.
Our aim within the department is to broaden your knowledge and understanding of the
business world and to help develop your appreciation of the influences and constraints
within which businesses work.
Homework
Homework tasks are set to reinforce the understanding and application of knowledge
and skills. Some homework is set so that you can research or investigate. You will be set
homework on a fortnightly basis. Homework tasks and resources are uploaded to Show
My Homework so that you can access them from home or outside of the lesson.
Assessment
Review tests are carried out at the end of each unit of work to assess your knowledge and understanding
for the unit you have completed.

Year 8 Mathematics Overview
Cycle 1 – Number and Algebra
BIG QUESTION
How does mathematics help us to become a
problem solver?
Numbers
• Ordering numbers (FDP)
• Approximation & Rounding strategies
• Prime factor decomposition, HCF, LCM
• Indices; Standard Index Form; Boundaries
• Surds (simplifying & rationalising denominators)
Sequences
• Continuing; Generating from a rule
• Nth term rules from linear/quadratic sequences
• Rules from spatial arrangements
• Simple geometric sequence
Expressions and equations
• Writing/Manipulating/simplifying expressions
• Solving equations including with unknowns on
both sides; solving quadratic equations
• Forming and solving equations
Graphs
• Plotting y = mx + c and finding the equation of a
straight line. Plotting and solving quadratics
using graphical methods
ASSESSMENT
Cycle 3 – Ratio, proportion and rates of change
BIG QUESTION
How does mathematics help in the financial
and wider business sector?
Percentages
• Percentage increase/decrease including
percentage multipliers
• Percentages without a calculator
• Finding original values and Compound interest
• Value for money comparisons
• Financial mathematics
Ratio & Proportion
• Sharing in a given ratio; direct/inverse
proportionality
Compound units
• Speed, Density, rates of pay
ASSESSMENT
Cycle 2 – Geometry and Measures
BIG QUESTION
How does mathematics help to design things around
us?
Perimeter, Area and Volume
• Area of parallelograms, trapeziums, compound shapes,
volume and surface area
• Cylinders; Prisms; Cones; Circles; sectors; segments
• Elevations; nets; Isometric drawings
Transformations
• Translation, rotation, reflection, enlargement
• Congruence and similarity
Constructions and measures
• Metric and imperial measures
• Constructing triangles, midpoints and bisectors
• Loci
Angles
• Angles on a line, round a point, in a triangle, in a
quadrilateral, in parallel lines, in polygons
• Bearings & Trigonometry (2D & 3D)
• Circle theorems
Vectors
ASSESSMENT
Cycle 4 – Probability and Statistics
BIG QUESTION
How does mathematics enable us to present a
persuasive argument?
Probability
• Single event probability; mutually exclusive events;
independent events
• Venn Diagrams, sample space, Tree Diagrams
• Conditional probability
Averages
• Averages & Range (including from frequency tables)
• Selecting the most appropriate average
• Inter-quartile range
Representing Data
• Pie charts, stem and leaf, scatter diagrams and correlation
• Interpreting graphs in a range of contexts
• Box Plots and Histograms
Statistical Enquiry
• Design own statistical enquiry from any context
• Collect, organise and represent continuous data
• interpret, analyse and compare data distributions
• Communicate findings for a given target audience
ASSESSMENT

Year 8 Mathematics Overview
Year 8 Mathematics focusses upon the foundation topics (grades 1 to 7) contained
within the new GCSE specification. You will explore the key topics in a range of
contexts. It is essential that you understand why methods work and can select
appropriate techniques to solve practical problems. Lessons will include actual GCSE
questions so that preparation for your GCSE examination begins in Year 7.
Extension work will provided to stretch your knowledge into higher topics which will
also be covered in future years.
Assumed Knowledge and Skills
It is assumed that you are competent with core skills of key stage 2 such as adding,
subtracting, multiplying, dividing, basic algebra and finding simple areas. If you find
that you are struggling with an assumed skill you MUST seek help from your
teacher who will be able to support you.
Showing Your working Out
In order to show that you fully understand why and how methods work you MUST
show all of your working out. This means writing down calculations that you
perform in your head or on a calculator. You need to explain to the person reading
your work that journey that you have taken to reach your solution or conclusion.
Home Learning and Practice
We subscribe to www.mymaths.co.uk using the login kingsolomon and password
square243.
Your class teacher will provide you with an additional personal login to track any
work that you complete. They may also set homework using mymaths. If you do not
have access to the internet at home please let your teacher know. Record your
personal login here:
User ID: ___________________
User password: ________________
Equipment for Mathematics
You will need to bring the following equipment in to school to access all of the topic
in the curriculum in addition to your usual school equipment (pen, pencil, ruler,
eraser):
Scientific calculator (eg Casio FX-83), protractor, pair of compasses

Cycle 1
BIG QUESTION– What ways can you make
money within the music industry?
Year 8 Music Overview
Cycle 2
BIG QUESTION– What are the key factors to
making a successful pop song?
Managing a Music Project
• The Music Industry
• Product design
• Promotion
• Target Audience
Students will enablable to manage the
planning, delivery and promotion of a live
concert of music product (CD). The success of
the music product will rely heavily on the
planning and development process. Their
research will introduce them to elements of
industry practice. Working in a defined role
to apply the specialist skills, knowledge and
understanding required for the aspect of the
work for which they are responsible.
Cycle 3
BIG QUESTION– In you chosen music genre,
what are the key elements which gives that
style of music its unique and cultural sound?
World Music
• Reggae
• Indian
• African
Students will explore music from around the
globe and will discover the differences in
instruments, sounds and culture.
Learners will be given a choose of three
didn’t styles of music from around the world
(African, Caribbean and Asia the middle east)
to research and discover new sounds,
instruments, structures, lyrics and traditional
life.
Students will be asked to give a presentation
on their research which will also go towards
their final grade for the project.
Popular Music
• Song Structure
• Hook
• The Elements
Students will look into detail on how a
typical pop song is made by learning and
putting to practice the key musical elements,
such as tempo, structure and dynamics.
Students will select three pop songs and
analyse the structures, looking for similarities
and differences in the features of each
section: introduction, verse, bridge, chorus,
hook and middle eight. This will then lead to
groups composing their own pop songs.
Cycle 4
BIG QUESTION– How does music effect the
emotion and a film scene?
Exploring Music for Film
• Creating a mood
• Major and Minor
• Matching music to a film clip
As part of this project students will have to
research a selected film and identify different
uses of the same thematic material. Learners
will present to the class as a presentation or
as a written analysis of the thematic
transformation and the programmatic
techniques used to tell a story. Students will
then us this research to help them create
music to a short film clip.

Year 8 Music Overview
Over the course of the academic year you will work on musical projects that are taken
from the Music Btec specification, all of which fall under 3 music areas, Performance,
composition and appraisal (theory). You will explore and put to practice a wide range
of musical skills which include:
• Music Performance
• Music Theory
• Song Writing
• Music Production
• Recording
• Sequencing
• Mixing and Mastering
• Music Business
• Event Management
Students will have to opportunity to gain both individual work experience as well
as group project work.
Assessments
Managing a Music Product - Students will hand a coursework project containing
relevant research, product designs with annotations and a final physical product. They
will also lead to the final delivery of their product with a presentation to others.
Popular Music - Solo or pair performance (recorded) Peer/self-assessment as well as
teacher assessment.
World Music - Students will hand a coursework project containing relevant research
on their chosen world music style. They will also lead to the final delivery of their
product with a presentation to others. Peer/self-assessment as well as teacher
assessment.
Exploring Music for Film - Solo or pair performance (recorded) Peer/self-assessment
as well as teacher assessment.
In every assessment student are expected to fill in and complete and assessment
sheet. Failure to do so could affect their final grade.
Home Learning and Practice
You are expected to practice at least 20 minutes of music outside of class every week.
It is taken onboard that students may not have instruments at home to practice with.
Selected lunchtime sessions in the week will be available for students who wish to
practice during lunch break.
Equipment for Music
You will be responsible for any music or lyric sheets that you may need for practice
sessions or assessment performances.
DO NOT EXPECT THE TEACHER TO PROVIED THESE RESOURSES FOR YOU.
All students will get the opportunity to work will musical and electrical equipment
which will be used carefully and treated with respect.

Year 8 Physical Education Overview
Cycle 1
BIG QUESTION
What does it mean to be healthy?
Handball
• Underarm/Overarm Passing
• Movement and Defending
• Shooting
• Rules and Tactics
Basketball
• Passing
• Dribbling/Defending
• Shooting (set and jump) (Lay up for higher)
• Basic rules, attacking and defending tactics
and game play
ASSESSMENT
Cycle 3
BIG QUESTION
Is some level of aggression good for competing in
sport?
Football
• Passing
• Dribbling/Defending
• Throw/Head
• Shooting
Lacrosse
• Grip and Cradling
• Passing/Defending
• Shooting
• Basic Rules and Game Play
Cycle 2
BIG QUESTION
What component of fitness do you need the most
in sport?
Badminton
• Serve (short/long)
• Lifting
• Drop Shot
• Smash/small games (focus on lines)
Fitness
• Cardio Vascular Endurance
• Strength and Endurance
• Continuous Training
• Interval Training
ASSESSMENT
The Multi Stage Fitness Test will be used to assess
fitness.
Cycle 4
BIG QUESTION
What training type is best for a sprinter?
Athletics – All links to sports day practice.
• Long Distance
• Long Distance x 2
• Relay
• 100m
• 200m
• 400m
• Javelin
• Shotput
ASSESSMENT
How will you be assessed in PE?
Skills that have been learnt will be placed in to a competitive game situation. This will allow all students to
display their level of skill under pressure, as well as displaying how well they can play as part of team.
Questions will often be asked throughout the cycle to give students the opportunity to display some theory
knowledge.

Year 8 Physical Education Overview
Year 8 physical education focusses upon building on the foundation skills learned in year 7 needed to perform in a
variety of sports. You will start to look at tactical play and more complex rules. You will also be given the opportunity
to practice and adapt your skills further to ensure progress is made in your game play. This will be assessed using the
new GCSE specification. You will explore the key topics in a range of contexts. It is essential that you understand how
to transfer skills, work well as a team/individual and have some basic knowledge of how to lead a healthy lifestyle.
Lessons will include actual GCSE theory content, you will be given the opportunity to display your theory understanding
within lesson and during your elf assessment.
Homework will be set to give you the opportunity to answer theory questions in depth on your assessment forms to
stretch your knowledge into higher topics which will also be covered in future years. These answers will also contribute
towards your final grade.
Assumed Knowledge and Skills
You should now have a good basis of key skills across a number of different sports. You are expected to be able to
display good levels of:
• Throwing/Catching
• Running
• Changing direction at speed
• Good level of fitness
• Team Work
• Knowledge of rules and some tactics
• Names of muscles
• How to warm up effectively
• Pacing
Home Learning and Practice
I would recommend that you maintain a healthy active lifestyle outside of school. Manage your diets, activity levels
and social life to ensure you have a well balances physical, mental and social well-being. Try to join a sports team or
other physical activity outside of school as this can help boot your grades.
Equipment for Physical Education
You will need to bring the following equipment in to school to access your P.E. lessons:
• Shorts/Skorts
• P.E. T-shirt
• Fleece
• Water Proof
• Black Tracksuit bottoms
• Trainers
• Football Boots
In the case of severe bad weather other arrangements will be made for your lessons, however, this will be down
to my professional judgement. You must bring in your P.E. kit whatever the weather and will be sanctioned
accordingly if you fail to comply with this.

Year 8 RE Overview
KS3 RE at KSIBS is based on the Birmingham Agreed Syllabus.
There are 2 attainment targets in RE: AT1 Learning from faith and AT2 Learning about
religious traditions.
The focus of RE is to develop 24 dispositions or personal qualities through the study of
religious traditions and based around 4 BIG QUESTIONS.
Being Imaginative and Explorative
Appreciating Beauty
Expressing Joy
Being Thankful
Caring for Others, Animals and the Environment
Sharing and Being Generous
Being Regardful of Suffering
Being Merciful and Forgiving
Being Fair and Just
Living by Rules
Being Accountable and Living with Integrity
Being Temperate, Exercising Self-Discipline and
Cultivating Serene Contentment
Being Modest and Listening to Others
Cultivating Inclusion, Identity and Belonging
Creating Unity and Harmony
Participating and Willing to Lead
Remembering Roots
Being Loyal and Steadfast
Being Hopeful and Visionary
Being Courageous and Confident
Being Curious and Valuing Knowledge
Being Open, Honest and Truthful
Being Reflective and Self-Critical
Being Silent and Attentive to, and Cultivating a
Sense for, the Sacred and Transcendence
You will be assessed formally in week 7 of each module using a range of assessment
tasks.
You should aim to develop the PLTS skills.
Creative Thinker
Effective Participator
Independent Enquirer
Reflective Learner
Self-Manager
Team Worker

Year 8 RE Overview
BIG QUESTION
What can we do about prejudice?
Why are some people prejudiced?
Who was Gandhi?
What did Gandhi do in India?
Who was Martin Luther King?
Who was Malcolm X?
Does racism still exist?
Why might religion lead to prejudice?
ASSESSMENT
BIG QUESTION
By what authority
What makes a good leader?
Is God the leader?
What makes a leader special?
Born to be king?
Why are sacred writings special?
What is the Guru Granth Sahib?
ASSESSMENT
BIG QUESTION
What can we do about poverty?
Why is there poverty?
What does Judaism teach about poverty?
What does Christianity teach about poverty and
wealth?
What does Sikhism teach about poverty?
What is long-term aid?
How does Tearfund help people?
Who was Oscar Romero?
BIG QUESTION
What happens when we die?
Why do some people believe in life after death?
Why do Christians believe in life after death?
Why is the resurrection important?
What do Muslims believe about life after death?
What do Sikhs believe about life after death?
What do Buddhists believe about life after death?
ASSESSMENT
ASSESSMENT
Sample GCSE Style Questions
a State three religious traditions other than Christianity in Great Britain. (3)
b Explain two reasons why the Trinity is important to Christians. (4)
c Explain two ways Christians respond to the problem of evil and suffering. In your answer you
must refer to a source of wisdom and authority. (5)
d “Jesus had to die.” Evaluate this statement considering arguments for and against. In your
response you should:
• refer to Christian teachings
• reach a justified conclusion. (12)

Cycle 1
BIG QUESTION
How does Biology explain why we don’t all look
the same ?
B2 Health and Lifestyle
• Nutrients, food tests, unhealthy diet
• Digestive system, bacteria and enzymes in
digestion
• Drugs, alcohol, smoking
B2 Ecosystems processes
• Photosynthesis, leaves, plant minerals
• Chemosynthesis, aerobic and anaerobic
respiration
• Food chains and webs, disruption to food
chains and webs, ecosystems
B2 Adaptation and Inheritance
• Competition and adaptation
• Adapting to change
• Variation, continuous and discontinuous
• Inheritance
• Natural Selection, extinction
Year 8 Science Overview
Cycle 2
BIG QUESTION
How does Chemistry help us understand the origins of
planet Earth?
C2 The Periodic Table
• Metals and non metals
• Groups and periods
• The elements of Group 1, 7 and 0
C2 Separation techniques
• Mixtures, Solutions, solubility
• Filtration, Evaporation and distillation
• Chromatography
C2 Metals and acids
• Acids and metals
• Metals and oxygen, metals and water, metal
displacement reactions
• Extracting metals
• Ceramics, composites, polymers
C2 The Earth
• The Earth and its atmosphere
• Sedimentary, igneous and metamorphic rocks
• The rock cycle, The carbon cycle
• Climate change, recycling

Cycle 3
BIG QUESTION
How does Physics explain why aircraft cabins are
pressurised ?
P2 Electricity and magnetism
• Charging up
• Circuits and current
• Potential difference
• Series and parallel, resistance
• Magnets and magnetic fields
• Electromagnets, using electromagnets
P2 Energy
• Food and fuels, energy adds up
• Energy and temperature, energy transfer
particles, energy transfer radiation
• Energy resources, energy and power
• Work, energy and machines
P2 Motion and Pressure
• Speed, motion graphs
• Pressure in solids, liquids, gases
• Turning forces
Cycle 4
BIG QUESTION
Does Science have all the answers?
Working Scientifically
• Asking scientific questions
• planning investigation
• recording, analysing and evaluating data
Key:
C2 = Chemistry
B2 = Biology
P2 = Physics