OLDYear 8 Curriculum Information Booklet 2017-2018

Curriculum Information Booklet
Key Stage 3
2017 - 2018
Year 8

Vision and Values
Aspirat primo fortuna labori
Fortune smiles on our first effort
At the heart of the school’s ethos is the ambition that every student has the
opportunity to experience success. Whether in sport, enrichment or the curriculum,
students will develop their self-confidence and employability through:
a. A school community which is committed to development of staff and students by
embracing leadership opportunities
b. Making maximum progress as a result of consistently high standards of teaching
and learning
c. A curriculum which provides all students with the skills and knowledge to facilitate
a love of lifelong learning and the motivation to realise their potential as active
citizens in an ever changing world
d. Facilities designed and planned to meet the needs of the school community and
provide opportunities to enrich and enhance learning
e. The development of an extended school, working in partnership to meet the
needs of the wider community
Therefore, at Stretford Grammar School we believe:
In the pursuit of academic excellence
In having high expectations of the progress of our students
That we learn best in an environment where success in all its forms is
celebrated and everyone is encouraged to take personal responsibility
That this environment is created through clearly stated expectations of
behaviour with emphasis on discipline and appropriate rewards
That everyone needs to experience success in some aspect of school life to
gain confidence and raise self esteem
That we are all members of a learning community built on mutual respect and
support

Calendar of Events for Year 8
4 th October HPV Immunisation
18 th October 7.00 pm – 9.00 pm Year 8 Welcome Evening
23 rd October – 27 th October Half Term
6 th December 7.00 pm Christmas Concert
12 th December SEND Parent Forum
22 nd December School Closes for Christmas
8 th January School Reopens
9 th – 14 th February Visit to Barcelona
12 th – 16 th February Half Term
5 th March Black Country Museum
20 th March SEND Forum
29 th March School Closes for Easter
16 th April School Reopens
26 th April Year 8 Maths Challenge
2 nd May 7.00 pm Spring Concert
28 th May – 1 st June Half Term
4th – 8th June
Year 8 Examination Week
19 th June SEND Forum
10 th July Sports Day
12 th July Awards Evening
Week Commencing 16 th July
Active Learning Week
19 th July School Closes for the Summer

Assessment and Reporting
The purpose of assessment is to enable an informed judgement to be made about a
student’s knowledge, understanding, skills and attitude. During your child’s academic career
at Stretford Grammar School assessment is a continuous process which is integral to the
teaching and learning cycle. For every subject your child will be assessed at various points
throughout the year and these assessments will be used to inform you about the progress
that your child is making in that subject area.
During each term you will receive a data capture report that contains a working at grade
(WAG), a target to improve sentence and an attitude to learning grade. The WAG indicates
the current level of attainment at the point in time of the report. This grade is based on the
formative assessments that take place during the year.
The WAG reflects the new grading system that has been introduced at GCSE. The 1-9
grading system is used through Key Stage 3 and Key Stage 4. Each grade reflects a set of
skills and knowledge that are specified for each subject area. Below is the expected flight
path of academic progression that your child will be tracked against.
Year
Group
Progression Flight Path
11
10
9
8
7
Grade 1 2 3 4 5 6 7 8 9
Old Grade G F E D C B A A* A* +
The Working At Grade will reflect whether a student is making progress at a level that is at
the top of a grade skill descriptors (+), making the expected progress within the grade skill
descriptors (=), or making progress that is at the beginning of the grade skill descriptors (-
).

The target to improve sentences will provide your child with specific advice on how to make
further progress. The attitude to learning grade reflects your child’s approach to their
studies.
Assessment should be based on clear, consistent criteria which are known and
understood by both teachers, students and parents/carers, and are guided by
national criteria and statutory requirements where appropriate.
In order to achieve consistency, assessment practice should be subject to effective
moderation and standardising procedures, including regular work scrutinies, learning
walks and departmental Quality Assurance.
A wide range of assessment techniques should be used in different contexts and for
different purposes.
Assessment should provide opportunities for effective differentiation to take place.
Assessment should be supported by a wide range of evidence collected over a period
of time which provides a fair and thorough representation of students' skills,
knowledge and understanding.
Students should be involved in the assessment process so that they are encouraged
to take responsibility for their own learning.
The assessment process should recognise achievement, not just attainment, and
seek to increase students' confidence and motivation.
Assessment should support individuals in identifying strengths and weaknesses,
enabling future learning to be planned through targets to improve, and assisting
them in decision-making.
Assessment practice should be monitored regularly and systematically and
assessment procedures modified if necessary as a result.
The results of assessment should be systematically recorded and used to report to
parents/carers on their children's attainment.

About Our Curriculum
All students at Stretford Grammar School follow a broad and balanced curriculum. The
curriculum is designed to engage and challenge all students to thrive to achieve their full
potential, both in their studies and in developing as young people equipped to live happy
and fulfilling lives in modern Britain and beyond. We aim to develop confident, considerate
and successful young people, who enjoy and appreciate the value of learning and
citizenship, ready to make a positive contribution to their local communities and to society.
Students’ social, moral, spiritual, cultural and physical development at Stretford Grammar
School is essential to their development as young people. All curriculum areas contribute to
this programme, alongside specialist provision within Religious Education and through the
Personal, Social, Health and Citizenship Education (PSHCE) programme which focusses on
the areas of sex and relationships, careers, health, democracy, the rule of law, individual
liberty and mutual respect and tolerance of those with different faiths and beliefs.
All students in Years 7 to 11 follow the national curriculum which is divided into
Core Subjects – English, Mathematics and Science
Foundation Subjects – Art, Geography, History, Computing, Modern Foreign
Languages (French, Spanish), Music, PE, Religious Education, Design Technology and
PSHCE
The majority of subjects in Year 8 are taught in mixed ability tutor groups and students are
placed into sets for English and Mathematics.

Art
Art is taught to all students at Stretford Grammar School at Key Stage 3, and the National
Curriculum Programme of Study for Art & Design (2014) is used as the basis for curriculum
planning and delivery, as this provides the most recent detailed and applicable content.
Within each Unit, there may be anything from 2-4 individual items of homework set. On
submission, these will be given a mark and summative/formative comments.
Once a Unit is completed, the students are given a Self-Assessment sheet in which they
reflect on their work, and look forward to their future development. These are then
completed by Art staff with assessment and formative comments.
N.B. Apart from the Entry Level Tests in Year 7, for all Units of Art work at Key Stage 3
there may be variations in the processes and outcomes involved. The reason for this can be
practical, such as availability of resources and materials, but is more often because the Units
themselves have been designed to be open to individual staff and students’ interpretation
and experimentation. This is the nature of Art.
In Year 8, the aim for the year is to develop the students’ ability to draw imaginatively and
decoratively.
Unit 1 – Mucha
Students will study the following within this
Unit:
Enlargement & use of viewfinders
Decorative work & Design
Lettering
Commercial Art
Art Nouveau
Possible techniques include:
Coloured Inks
Photoshop
Collage
Drawing & Painting
Unit 2 – Comic Strips
Students will study the following within this
Unit:
Comic Strip Artists & Styles
Narrative; Writing & Editing a Story
Roy Lichtenstein
Possible techniques include:
Halftones & using Ben-Day dots
Drawing & Painting
Collage

Unit 3 – Heraldry
Students will study the following within this
Unit:
Heraldry – origins and development
Symbols & Meaning
Badges
Possible techniques include:
Relief using Grey Board
Cutting using Craft Knives
Painting
Felt-Tips
Spray painting using stencils
Unit 4 – Inventions
Students will study the following:
W.Heath Robinson
Illustration
Perspective
Possible Techniques include:
Relief using Foamboard or
cardboard
Cutting using Craft Knives
Collage & Assembly
Drawing & Painting
Additional Information
An Art Exam will take place during the year. This will take the form of a two-part practical
task, including a researched drawing study homework component, and a creative design
class work component.
Mr. C. Lea – Curriculum Leader for Art
art@stretfordgrammar.com

Computing
Topic 1
Students will study the following:
Programming: students will create a
specification for a simple computer
game and write algorithms to
implement their desired features.
Topic 2
Students will study the following:
Social effects of technology:
students will research and
investigate how computers and
related technologies impact the
world in terms of ethics, the law,
and the environment.
Topic 3
Students will study the following:
Programming: Students will
complete an online course in
JavaScript programming, solving
small problems with code and
developing their logic skills
Topic 4
Students will study the following:
Theoretical aspects of Computer
Science: students will begin to learn
how computer systems function,
looking at storage and processing
devices, networks, and software.
Topic 5
Students will study the following:
Organising data: students will
complete a project involving
organising and processing data to
help run an organisation or event.
Additional Information
Students have opportunities at various points throughout the year to join clubs to build
robots, program games, and develop their logical and strategic thinking skills.
Mr. J. Stenhouse - Curriculum Leader for Computer Science
computing@stretfordgrammar.com

Design Technology
Using creativity and imagination, students are encouraged to problem solve within a variety
of contexts and practical skill based areas. They will work with different materials including
woods, plastics and card, acquiring a broad range of subject knowledge and draw on
disciplines such as mathematics, science, engineering, computing and art. In Year 8 and
across Key Stage 3, students will also study Food and Nutrition, where they will be taught
how to cook a variety of different dishes and apply the principles of nutrition and healthy
eating.
Rotation 1 – Materials and
Make: Wood and Plastic
Assessment Points:
A02 – Make
Students will practise and develop skills in wood joining
and plastic forming to create a passive amp for their
mobile phone. Studying the work of Designer Paul
Cocksedge, they use an old vinyl record for the cone
and make a small wooden stand using more traditional
cutting and shaping hand techniques. Topics and skills
covered are:
A03 – Evaluate
6 Rs
Card Modelling
Marking out and measuring
Use of hand tools for cutting and shaping wood
Wood joining methods
Heat forming and shaping plastic
Product analysis, evaluation and testing
Rotation 2 – Design and
Innovation: Design for the
future
Assessment Points:
A01 - Design
Students are encouraged to consider the different
influences and the impact society has on the design
process, exploring how and why different products
have evolved over time, and where they might lead us
in the future. Students will design a communications
device for the future, using a range of hand drawing
and modelling skills along with some 3D CAD
development. Topics and skills covered are:
Product Analysis
Technology Push and Market Pull
Ergonomics and Anthropometrics
Drawing and card modelling skills
CAD
Rotation 3 – Food
Preparation and Nutrition:
Students will build on knowledge and skills in health
and hygiene, food preparation and cooking, through

Multicultural Foods
Assessment Points:
A02 – Make
planning and preparing a range of traditional dishes
linking to different countries around the world. They
will complete 3 practical sessions over the 9 week
rotation, the final one being directed by the students
around a given design brief. Topics and skills covered
are:
A03 – Evaluate
Kitchen health and hygiene
Staple foods and cultural links
Cutting skills
Spring Rolls practical
Pineapple upside down cake practical
Dough skills and function of ingredients
Independent dough practical
Evaluation and sensory analysis
Rotation 4 – STEM:
Structures and Mechanisms
Assessment Points:
A01 - Design
Students work in small groups to problem solve in a
real life context. The challenge involves applying skills
in Science. Technology, Engineering and Maths to
design and build a structure with pulley mechanism,
which will then be put to the test as part of a class
competition.
Students will have to design and build the structure out
of modelling materials, considering forces, materials,
levers, pulleys and mechanisms.
Additional Information
There will be a small cost to some rotation areas over the year in order to support the
department to provide practical materials for design and make based projects.
Parents/Carers will be always be fully informed in advance and in writing by the department
and support is available for any students with financial concerns.
Mrs. H. Barry – Curriculum Leader for Design Technology
design@stretfordgrammar.com

English
English is taught to all students in Year 8. Most classes will have a dedicated teacher,
although some classes are shared. Students follow the same curriculum at the same time,
regardless of which class they are in. Much of the work in Year 8 centres on the study of
texts from the past, including whole fiction texts as well as a number of shorter non-fiction
texts. Writing from the 19 th century features extensively throughout the year, as does the
study of the importance of context.
Unit 1 – The Giver and Utopian /
Dystopian Literature
Students will complete a class reading of
The Giver by Lois Lowry as well as brief
extracts from other modern dystopian and
utopian fiction. They will practise and
develop the following skills:
Understanding the messages and
themes of texts
Developing an understanding of
how authors create a sense of
character, time, place and
atmosphere
Writing about how writers use
language to create effects
Comparing language within and
across texts
Assessment: Comparative analysis of two
extracts of text
Unit 2 – War Literature
Students will read a range of war poetry
from the 19 th -21 st centuries and will
combine class-study with their knowledge
of the genre developed during their private
reading of Michael Morpurgo’s Private
Peaceful in term 1. They will practise and
develop the following skills:
Writing from a particular point of
view
Exploring what fiction can teach us
about conflict
Appreciation of authorial technique
in poetry, fiction and non-fiction
An understanding of rhetorical
device and technique

Assessment: Writing to express a point of
view
Unit 3 – Child Labour
Students will read a number of extracts of
fiction and literary non-fiction, spanning the
18 th -21 st centuries and including work from
novels, poetry and newspapers by Charles
Dickens, Charles Kingsley and William
Blake. They will practise and develop the
following skills:
Exploring the importance of context
and connections between the past
and the present
Investigating how literature can be
used to present a moral and ethical
argument
Using language persuasively and
imaginatively
Assessment: Writing imaginatively to create
a sense of time and place
Unit 4 – Shakespeare Pick’n’Mix
Students will study extracts from a wide
range of Shakespeare plays, including The
Tempest, Romeo and Juliet, Macbeth and
Julius Caesar. They will practise and
develop the following skills:
Engaging with Shakespeare’s
diversity, skill and influence
Writing analytically about
Shakespeare’s language
Interpretation through performance
and analysis of Shakespeare’s work
Assessment: Analysis of Shakespeare’s
language in Julius Caesar
Unit 5 – Watching the Detectives
Students read at least one complete
Sherlock Holmes story and extracts from
others. They will explore features of the
genre and the wider influence of these.
They will practise and develop the following
skills:
A consolidation of their
understanding of context (especially
the Victorian period)
The skills required to create and

analyse character and setting
The language of 19 th century texts
Assessment: There will be a Year 8 exam at
the end of this unit, which will assess
reading and writing skills
Unit 6 – Blake and the Romantics
Students are introduced to the context of
the Romantic period in English Literature
and will read poems by Blake, Wordsworth,
Shelley, Keats, Coleridge and Byron. They
will practise and develop the following
skills:
Engaging with poetry at an
academic level of study, including
analysis of language, structure and
style of both ‘prepared’ and ‘unseen’
poems
Understanding the impact of a
poetic movement and its sphere of
influence
Developing creativity and poetic skill
as a writer
Assessment: There is no formal assessment
of this scheme, but students will prepare
analytical and creative pieces as part of the
scheme of work
Additional Information
Students will be given a novel for private reading in the first term of Year 8. There will be
independent homework tasks allocated on a weekly basis to monitor and assess the
progress of this reading.
Independent reading of fiction, non-fiction, newspapers and magazines, as well as watching
documentaries and listening to talk radio are all activities to be widely encouraged in young
students of English.
Ms L. Yeomans – Curriculum Leader for English
english@stretfordgrammar.com

Geography
Geography is taught to all students at Stretford Grammar School and involves the study of a
range of Physical and Human Geography topics. There is a focus on the specific countries of
China and India, as well as an in depth look at a broad range of Physical and Human
Geography topics. Students will also develop a range of literacy and numeracy skills
including extended writing and graphical techniques. Lessons will be a mixture of discussion,
independent work, enquiry and ICT skills.
Unit 1 - The Rise of China
Students will study the following:
Facts and perceptions of China
Physical and Human Geography
Assessment: Why has China
abandoned the One Child Policy?
The Three Gorges Dam
How has China changed since
Tiananmen Square?
Unit 2 – Extreme Weather and Climate
Students will study the following:
The difference between weather
and climate
Reading weather maps
Tornadoes in the USA
Dust storms in the Middle East
The coldest town in the world:
Oymyakon, Russia
The wettest place in the world:
Khasi Hills India
The hottest place in the world: The
Danakil Depression, Ethiopia
Fieldwork assessment: Where is the
best site in the school for a
renewable energy project?
Unit 3 – Megacities
Students will study the following:
Causes of urbanisation
Problems found in megacities
Life in favelas
Improving the slums
Design your own sustainable
community

Unit 4 – Incredible India
Students will study the following:
Physical and Human Geography of
India
Growing India
Industrious India
The Thar Desert and water
management
Tourism and ecotourism
Unit 5 – How does glaciation change
the world?
Students will study the following:
Types of cold environments
Processes by which glaciers can
shape the landscape
Glaciation and OS maps
Life in extreme environments: The
Karakoram Mountains, Pakistan
Our changing climate
Greenland and Icebergs
The Arctic under threat
Additional Information
The end of year exam will cover topics that have been studied over the course of the year
and will be a mixture of multiple choice, short answer questions and extended responses.
As part of our megacities unit, we will work with some students from a local university to
redesign our local communities in a more sustainable way.
Students undertake fieldwork in the school grounds to collect data to investigate
Microclimate.
Miss E. Eeles
geography@stretfordgrammar.com

History
The principal aim of the History and Politics Department is to encourage interest in, and
enjoyment of, the past and to understand how it impacts on the present and the future.
Students should be inspired and stimulated by the teaching they receive and they will be
encouraged to widen their historical knowledge and develop skills which will serve them not
only in History and Politics but in other subject areas.
The Department believes that students should be encouraged to think for themselves and
become inquisitive and critical citizens of the future. Students explore relevant questions
which will show the importance of the past.
Unit 1: England towards Industry and
Empire
Who were the English?
What were the main changes
from Tudor to Stuarts?
Students will study the following:
Did life get better for the people of
England by 1745?
Why were some immigrants treated
differently from others?
How integrated were Africans in the
16 th and 17 th century?
How do historians understand and
know about the past: What
evidence do we have?
Unit 2: Parliament and Empire
Students will study the following:
The death of a King – How
significant was Charles’ execution?
How far did the relationship with
the Crown and Parliament change
by 1900?
How United was the UK in 1745?
Why did the Empire grow?
Was the Empire all bad?
Unit 3: Industrial Britain
Students will study the following:
Why was the UK the first Industrial
Nation?
Did Industrialisation have a positive
impact on lives?
What was it like to live in Industrial
Manchester?
Who migrated to Industrial England
and why did they come?
How were migrants treated: Asian,
Black, Italian, Germans, Jews,

Scottish and Irish?
Unit 4: Slavery
Students will study the following:
What is Slavery and how did it work
in the 17 th and 18 th Century?
What were the different
experiences of Slaves?
How and why did some people
defend the Slave Trade?
How and why was the Slave trade
abolished?
How were Black people treated in
Britain during the time of the Slave
trade?
Unit 5: What is Democracy?
Students will study the following:
Why is the vote so important?
Why did people protest during the
Peterloo massacre?
How successful were the Chartists?
How and why did the attitudes to
the Suffragettes change?
Additional Information
Opportunities are available to take part in debate club on Fridays.
Homework support is also available at lunch times and after school.
An Educational visit to Manchester is also planned for all students to support their field study
in History as well as a trip to the Black Country Museum and Maritime Museum to support
their studies.
Ms H. Conlin – Curriculum Leader for History and Politics
history@stretfordgrammar.com

Mathematics
Maths is taught to all students at Stretford Grammar School, following the National
Curriculum for Mathematics. Students are placed into sets from the start of Year 8 at one of
three levels: Accelerated, Challenge (parallel sets) and Support. The main content of the
topics covered is the same for all sets.
Unit 1 – Algebra
Students will study the following:
Forming sequences and finding rules
Understanding and generating a
non-linear sequence
Functions and find composite
functions and inverses
Unit 2 – Number
Students will study the following:
Solving problems involving a mixture
of operations and types of number.
Effective use of a scientific
calculator
Unit 3 – Shape
Students will study the following:
Circumference and area of circles;
arc length and the area of a sector
Volume and surface area of more
complex 3D shapes
Unit 4 – Number
Unit 5 – Data
Unit 6 – Algebra
Students will study the following:
Calculations and solving problems
involving fractions, percentages and
ratios
Students will study the following:
Collect and process discrete data
Select and calculate appropriate
measures of average and spread
Draw and interpret appropriate
statistical diagrams
Students will study the following:
Using and manipulating expressions
involving products and indices,
including expansion and
factorisation

Unit 7 – Number
Students will study the following:
Rounding and estimating
calculations
Standard form
Unit 8 – Algebra
Unit 9 – Shape
Students will study the following:
Form and solve more complicated
linear equations
Students will study the following:
Properties of angles in polygons
Understanding and using bearings
to describe direction
Pythagoras’ theorem
Unit 10 – Algebra
Students will study the following:
Understand and draw a linear graph
from its equation
Calculate gradients and find the
equation of a line
Draw and interpret graphs in real
life contexts
Find and understand the gradient of
a graph
Unit 10 – Data
Unit 12 – Probability
Students will study the following:
Collect and process continuous data
Select and calculate appropriate
measures of average and spread
Draw and interpret appropriate
statistical diagrams
Students will study the following:
Probabilities of mutually-exclusive
events
Draw and use a sample space
diagram
Use relative frequency to estimate
experimental probability
Unit 13 – Algebra
Students will study the following:
Use non-algebraic methods to solve
equations
Solve simple linear inequalities

Unit 14 - Shape
Unit 15 – Number
Students will study the following:
Combining transformations
Enlarge a shape
Students will study the following:
Solve problems involving ratio and
direct and inverse proportion
Unit 16 – Shape
Students will study the following:
Construction of bisectors of lines
and angles
Construction of perpendicular lines
The locus of a point
Solve problems involving scale
drawing and constructions
Additional Information
Students in the Accelerated set have the opportunity to participate in the UK Junior Maths
Challenge.
Mr. C.J. McAvoy – Curriculum Leader for Mathematics
maths@stretfordgrammar.com

Modern Foreign Languages – French
French is taught to half the year group at Stretford Grammar School and in Year 8 students
follow the scheme of work set in the Studio 2 digital resource. Year 8 is the perfect time to
inspire language learning to build a strong springboard for their future learning of French.
Unit 1 –T’es branché(e)?
Students will learn how to talk about their
free time:
La télé. Television.
J’ai une passion pour le cinèma. I have
a passion for the cinema.
La lecture. Reading.
Que fais- tu quand tu es connecté(e)?
What do you do when you are online?
Qu’est-ce que tu as fait hier soir? What
did you do last night?
Unit 2 - Paris, je t’adore! (Paris, I love
you!)
Students will learn all about the French
capital and to be able to talk about it in
French:
Une semaine à Paris. A week in Paris.
Mon album photo. My phot album.
C’était comment, les catacombes? How was
it? The catacombs?
24 hueres chrono! 24 hour clock.
Qui a vole la Joconde? Who has stolen the
Mona Lisa?
Présent ou passé? Present (tense) or past?
Unit 3 – Mon identité (My identity)
Students will learn to talk about their
identity:
Mon caractère. My character.
On se dit tout. Let’s talk about everything.
Quelle musique écoutes- tu? What type of
music do you listen to?
Mon style. My style.
De quoi es- tu fan? Of what are you a fan?
L’identité régionale. Regional identity.

Unit 4 – Chez moi, chez toi. (At my
house, at your’s)
Students will learn to talk about where they
live in French:
Là oú j’habite. Where I live.
Dans mon appart’. In my apartment.
À table, tout le monde! Everyone to the
table!
Il faut faire des crêpes! We must make
crepes!
On est allés au carnval. We went to the
carnival.
Unit 5 – Quel talent? (What talent?)
Students will learn to talk about their
talents:
La France a du talent! France has some
talent!
Je dois gagner! I must win!
Ne fais pas ça! Don’t do that!
C’est qui le meillieur? Who is the best?
Et le gagnant est. . . And the winner is. . .
Tout sur Nouvelle Star! All about (French)
X-Factor).
Additional Information
Students will learn about the culture from a variety of different Francophone countries. They
will have a strong grammatical understanding and they will always be encouraged to use
French spontaneously in the classroom.
There will be a number of extra- curricular trips available to the following places in 2017 –
2018:
1. Festive Fun in France!
2. ¡Viva Barça!
3. Discover more in Brittany.
Miss C. Ashall – Curriculum leader for Modern Foreign Languages
mfl@stretfordgrammar.co

Modern Foreign Languages – Spanish
Spanish is taught to half the year group at Stretford Grammar School and in Year 8 students
follow the scheme of work set in the ¡Viva! 2 digital resource. Year 8 is the perfect time to
inspire language learning to build a strong springboard for their future learning of Spanish.
Unit 1 – Mis vacaciones (My Holidays)
Students will learn how to talk about the
following aspects of their holidays:
De vacaciones. On Holiday
¿Qué hiciste? What did you do?
El ultimo día. The last day
¿Cómo te fue? How was it?
El verano pasado. Last summer.
Unit 2 –Todo sobre m vida (All about
my life)
Students will learn to talk about their lives
in Spanish:
Mi vida, mi móvil. My life, my mobile.
¿Qué tipo de música te gusta? What type of
music do you like?
Me gustan las comedias. I like comedies.
¿Qué hiciste ayer? What did you do
yesterday?
Mi guía. My (TV) guide.
Mi talento. My talent (Talent Show!)
Unit 3 – ¡A comer! (Let’s eat!)
Students will learn to talk about food:
¿Qué te gusta comer? What do you like to
eat?
¿Qué desayunas? What do you have for
breakfast?
En el restaurant. In the restaurant.
¿Qué vamos a comprar? What are we going
to buy?
¡Fiesta! Pary!
¿Y tú? ¿Qué opinas? And you? What do you
think? – strategies for spontaneous talk
¡Cocinamos! Let’s cook!

Unit 4 – ¿Qué hacemos? (What shall
we do? )
Students will learn to make arrangements
for going out in Spanish.
¿Te gustaría ir al cine? Would you like to go
to the cinema?
Lo siento, no puedo. I’m sorry, I can’t
¿Cómo te preparas? How do you get ready?
(To go out.)
¿Qué vas a llevar? What are you going to
wear?
Hoy, partido! Today, match! (sports match).
El baile de disfraces. Fancy dress dance.
Desfile de moda. Fashion show.
Unit 5- Operación verano. (Operation
summer).
Students will learn to talk the summer and
to use useful vocabulary when in a Hispanic
country.
¿Qué casa prefieres? Which house do you
prefer?
¿Qué se puede hacer en . , . ? What can
you do in . . . ?
¿Dónde está . . .? Where is.. .?
Campamentos de verano. Summer camp.
¡Destinos! Destinations!
Visita mi ciudad. Visit my town.
Additional Information
Students will learn about the culture from a variety of different Hispanic countries. They will
have a strong grammatical understanding and they will always be encouraged to use
Spanish spontaneously in the classroom.
There will be a number of extra- curricular trips available to the following places in 2017 –
2018:
1. Festive Fun in France!
2. ¡Viva Barça!
3. Discover more in Brittany.
Miss C. Ashall – curriculum leader for Modern Foreign Languages
mfl@stretfordgrammar.com

Music
Music is taught to all students at Stretford Grammar School and the aim is to ensure all
students can read Musical notation of various forms, compose and perform in different
styles and be able to identify key features of different Musical Genres by the end of Year 9
in order to prepare them for Key Stage 4. Lessons are mainly practical with an opportunity
to work alone, in pairs and in larger groups for half termly assessments. Some lessons will
include some written, listening and brief analysis and written work. There is always a wide
variety of extension tasks for those students who arrive at School and can already play an
instrument and read Music so they have the same level of challenge as someone in the class
who is new to the subject.
Unit 1 -Structure in Music
Students will study the following:
Baseline assessment to find out
prior knowledge which includes
written, listening and practical
activities.
Different musical structures and
how ideas can be re-used.
How contrast is used to create
variety.
Listening tasks to identify changes /
contrasts in Music
Performance and composition work
using given Musical structures.
Assessment and evaluation of the
work completed
Unit 2 – Ostinato, Canon and
Sequence
Students will study the following:
Different compositional devices to
help with composition work.
Melodic and rhythmic ostinato
patterns.
Listening to and understanding how
Leitmotifs are constructed.
Composing leitmotifs for Good and
Evil characters and performing them
to the class.
Understanding how sequences work
and a brief insight into Baroque
Music

Unit 3 – Sounds and Textures
Students will study the following:
Musical intervals and how tones /
semitones are used to create effect.
Composing using consonance and
dissonance.
Performing using Parallel motion in
pairs for peer assessment.
Compositions based on Parallel
Motion using a given structure.
Group performance
Unit 4 – Performance and
Composition skills
Students will study the following:
General Music theory and how to
read Musical scores
Performing using single finger
chords and backing tracks as a
group and a class
Vocal riffs and building layers
Learning to read Bass clef notation
and performing with the Left hand
on a keyboard
Developing performing and
ensemble skills
Understanding how chords are
constructed and be able to use them
to harmonise simple melodies
Unit 5 – World Music – Indian and
Gamelan Music
Students will study the following:
The elements, instruments, notation
and Musical traditions that are used
in Indian Music
How to improvise
Compositions and performances are
created using the above
Brief introduction to Bhangra Music
As above with Gamelan Music
Gamelan Music created via an online
Music technology programme
Unit 6 – Chords and Blues
Students will study the following:
How chords are constructed
Performing the Primary Chords
using full finger chords and single
finger chords
Harmonising melodies using these
chords

Introduction to Blues Music and its
origins and history
Performing 12 Bar Blues chord
sequences and improvising over the
top with the blues scale
Brief introduction to lyric writing and
where time permits students write a
Blues song to perform
Additional Information
Opportunities are available to have instrument lessons for 20 minutes or more with a
specialist instrument teacher and all students are encouraged to get involved in at least one
of the many extra-curricular clubs on offer.
Mrs. K. Swales – Curriculum Leader for Music
music@stretfordgrammar.com

Physical Education
PE is an integral element of the curriculum and accessible to all students. Students
undertake four hours of PE over the two week timetable cycle.
Boys – Term 1
Students will undertake the following key
elements:
Fitness
Football
Cross Country
Gym
Rugby Union
Girls – Term 1
Students will undertake the following key
elements:
Netball
Fitness
Cross Country
Gym
Boys – Term 2
Students will study the following key
elements:
Rugby Union
Rugby League
Basketball
Hockey
Girls – Term 2
Students will study the following key
elements:
Dance
Rugby
Netball
Football
Hockey
Basketball

Boys – Term 3
Students will study the following key
elements:
Handball
Athletics
Tennis
Cricket
Girls – Term 3
Students will study the following key
elements:
Athletics
Tennis
Rounders
Additional Information
Opportunities are provided for students to undertake sports outside of the timetabled
curriculum.
Mr. S. Hodgson – Curriculum Leader for PE
sport@stretfordgrammar.com

PSHCE
PSHCE lessons in Year 8 address age appropriate issues and follow the non-statutory
elements of the National Curriculum for PSHE, the National Curriculum for Citizenship and
the statutory requirements for Sex and Relationships Education (SRE). There is a statutory
right of withdrawal from the teaching of SRE which should be notified in writing to the
Assistant Headteacher with responsibility for PSHCE.
Unit 1 -Being Me
Students will study the following:
The concept and role of the family
in modern society
How where we live will influence the
type of person we are and will
become
The difference between faith and
belief and their role in shaping the
community
Unit 2 – Health Matters and Drugs
Education
Students will study the following:
The link between choice and a
healthy lifestyle
The law on drugs and the effects of
tobacco and its effects on health
and well being
The place of alcohol in the UK
The link between consequence and
action and how this may involve
taking risks
The main forms of contraception
Unit 3 – Relationships
Students will study the following:
The manner in which relationships
cause strong emotions and feelings
Communication, negotiation,
assertiveness and collaboration
How people respond differently in
the same situation and
understanding this
Positive and stable relationships –
features and how they can support
loss and bereavement
Roles in society

Unit 4 – Diversity
Students will study the following:
Poverty – absolute and relative as
seen in the UK and the world
The economic and political choices
available to people
Rights and responsibilities and their
attachment to different groups
Skills of debating controversial
issues
The link between personal
responsibility and actions
Unit 5 – Your Money and Careers
Students will study the following:
The different types of bank account
and analysing what a bank can offer
The role of debt and the issues
surrounding this
What is a balanced bank account?
How advertising affects different
people in different ways
The role of small businesses in the
economy
Unit 6 – Risk
Students will study the following:
Personal risk and the levels of risk
and differing outcomes
Why people take risks
Personal motivators when making a
decision
Standing up for what you believe in
The link between goals and risks
Additional Information
PSHCE is an integral element of student development at Stretford Grammar School and is
planned to support the work undertaken in form time and through the assembly
programme. Use is also made of full days to work with specialist providers to support
student learning.
Mr. I. Nicholson – Assistant Headteacher
pshce@stretfordgrammar.com

Religious Education
RE is taught to all students at Stretford Grammar School and in Year 8 the Trafford Agreed
Syllabus for Religious Education 2016 is used as the basis for curriculum planning and
delivery. Parents/carers have the right of withdrawal from the teaching of some or all of RE.
Unit 1 – Do we need to prove God’s
existence?
Students will study the following key areas
with reference to Christianity, Islam,
Buddhism and non-religious beliefs
What isthe difference between facts,
beliefs and opinions? How do we
know anything at all?
Why do Muslims believe in God? Do
they believe God can be proved to
exist?
Why did the Buddha think belief in
God was unimportant?
In Buddhist thinking, what can save
us from pain and suffering?
Do Thomas Aquinas’ ‘5 Ways’ justify
Christians’ belief in God? Do they
prove God?
Christians claim to experience God
in many different ways. How can
these claims be appreciated and
appraised?
What are the best atheist arguments
against God? Can atheists prove
there is no God?
So, for Buddhists, Christians,
Muslims and Atheists, how
important is the idea of proving or
disproving God?
Unit 2 – Is death the end?
Students will study the following key areas
with reference to Christianity, Buddhism
and non-religious beliefs
What do people believe about life?
What do people believe about an
after-life?
Why do we have funerals?
What do Buddhist people believe

about life and death?
Does death Matter to a Humanist?
Is this life hell?
Is death the end? Does it matter?
Unit 3 – Is religion a power for peace
or a cause of conflict in the world
today?
Students will study the following key areas
with reference to Christianity, Islam and
Sikhism
What matters about peace, conflict
and religion?
What does the Sikh religion teach
and do with regard to conflict and
peace?
What do the Sikh scriptures teach
about conflict and peace?
What is there for me to learn from
the Sikhs about peace and conflict?
The example of Bhagat Puran Singh
What did the Prophet Muhammad
(pbuh) achieve as a peacemaker?
How have some of his followers
made peace?
How do Muslims respond when they
are pictured as terrorists or fanatics?
Why does this happen?
What is jihad, and how can it be
understood by non-Muslims?
What is there for me to learn from
the Muslims about peace and
conflict?
What does the Christian religion
teach and do about peace and
conflict?
What is there for me to learn from
the Christians about peace and
conflict?
Do religious communities intend to
make peace or war? Why don’t they
always put their ideals into action?
What can be learned from Muslim,
Christian and Sikh inspiring
peacemakers?
So, at the end of the unit, what has
been learned? Does religion cause
war? A reasonable argument!
How can we summarise the
viewpoints of different religions on
our key question?

Unit 4 – Should religious buildings be
sold to feed the starving?
Students will study the following key areas
with reference to Christianity, Islam,
Sikhism and Hinduism
What difference to charitable giving
does it make if you are religious? Do
religious people do more to help the
starving?
What difference does a Mosque
make to Muslim life?
What does the Sikh community do
through its worship and building to
combat poverty?
What does it mean to ‘see Jesus in
the face of the poor’? What are the
deeper meanings of Christian
worship?
What can high achieving students or
older students add to the
understanding of worship?
What does it mean to talk about the
‘function of worship’ in the sociology
of religion?
What are the best arguments about
whether religious buildings should
be sold to feed the starving?
Additional Information
Educational visits to see religion as a lived experience are offered during Year 8 so that
students can place their learning about religion in context.
Mrs. R. Lea – Curriculum Leader for Religious Education
religion@stretfordgrammar.com

Science
Science is taught to all students at Stretford Grammar School and the aim is to ensure that
all students develop a good understanding of basic scientific concepts, start to develop their
understanding of the practical applications of Science so as to be able to start to apply their
knowledge to practical applications. Lessons include a balance of written work, research and
project work. Practical work is used in a majority of lessons to introduce concepts or to help
students visualise scientific concepts. Practical work is completed in pairs or in larger
groups. Student progress is assessed via a combination of classwork, homework tasks,
short topic tests and longer termly tests.
Key Stage 3 Science is taught over two years and helps students to develop the knowledge
and skills to help them prepare for the GCSE course.
Topic 1 Heating and Cooling
Students will study the following:
How thermal energy affects the
physical properties of a substance.
The methods of heat transfer by
conduction, convection and
radiation.
Topic 2 Atoms, Elements, Compounds
and Mixtures
Topic 3 Respiration and Gas exchange
Students will study the following:
The difference between atoms and
elements
The properties of metals
The organisation of the Periodic
table
The differences between elements
and compounds
Chemical formulae and naming
compounds
Planning and evaluating
investigations
Students will study the following:
The respiratory system
Control of ventilation
How the lungs are adapted for
efficient gas exchange
Aerobic and Anaerobic cellular
respiration

Topic 4 Forces (2)
Students will study the following:
What is speed and how we measure
and calculate it?
Graphical representations of speed
over time and analysing that
information.
An introduction into how forces
affect the speed of an object
What is pressure, calculating it and
how it can be applied to liquids and
gases
Topic 5 Muscles and bones
Students will study the following:
The skeleton, the role of joints and
muscles in movement.
Investigating the effects of exercise
on muscle fatigue
Topic 6 The Earth
Students will study the following:
The composition of the atmosphere
The formation and composition of
rocks
The factors that affect crystal size in
igneous rocks
How physical, chemical and
biological factors affect rocks /
erosion
The effects of melting glaciers
The formation of sedimentary rocks
How fossils are formed
The rock cycle
Continental drift
Topic 7 Light
Students will study the following:
The properties of light
How light waves reflect and refract
when they encounter different
objects.
An introduction into how the eye
and a camera both detect and focus
light
The different colours of light and
how this changes with filters, mixing

and reflection
Topic 8 Sound
Students will study the following:
The properties of a mechanical
waves such as sound.
How loudness and pitch can be
varied and how this affects the
shape of the wave
How humans and devices detect
sound waves.
Why we need to protection our ears
from excessive sounds.
Topic 9 Magnetism and
electromagnetism
Students will study the following:
The properties of magnetic
materials; how they interact and are
made magnetic.
The strength of the field around a
magnet where its force is
experienced
How a current in a wire produces a
magnetic field
Use this phenomena to make simple
electromagnets and motors.
Topic 10 Ecosystems and
Photosynthesis
Students will study the following:
The structure of the leaf
The importance of Photosynthesis
The role of Minerals in plant
Chemosynthesis in bacteria and
other organisms
Food chains and food webs and the
consequences if these are disrupted
Competition and adaptation
Adapting to environmental change
Additional Information
Students have the opportunity to take part in a range of STEM related competitions and
clubs organised by the department throughout the year.
Mrs. G. Sutton – Curriculum Leader for Science
science@stretfordgrammar.com

Homework Timetable
Homework expectations over a two week timetable. Homework in Design Technology and
Music will be set every two weeks.
Art
8S
8T
8R
8O
8E
Computing
8S
8T
8R
8O
8E
English
C (CY)
D (YM/HW)
H (HW)
M (YM)
N (NX)
Q (QP)
Geography
8S
8T
8R
8O
8E
History
8S
8T
8R
8O
8E
1M 1T 1W 1T 1F 2M 2T 2W 2T 2F Total
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
80
80
80
80
80
80
80
80
80
80
80
80
80
80
80
80

Maths
U (PA/SG)
V (MK)
W (LF/CD)
X (CT)
Y (MC)
Z (PA)
MFL
8S
8T
8R
8O
8E
RE
8S
8T
8R
8O
8E
Science
8S
8T
8R
8O
8E
1M 1T 1W 1T 1F 2M 2T 2W 2T 2F
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
40
120
120
120
120
120
120
80
80
80
80
80
40
40
40
40
40
80
80
80
80
80
With minutes per homework and the relevant class or set.