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Year 8 Curriculum 2017-2018

INTRODUCTION page 4 FACULTY OF MATHEMATICS & NATURAL SCIENCES

Mathematics page 5 Biology page 6 Chemistry page 7 Physics page 8 FACULTY OF LANGUAGES

English Language & Literature page 9 French page 10 Spanish page 11 Latin page 12 FACULTY OF SOCIAL SCIENCES

Geography page 13 History page 14 Religion & Philosophy page 15 FACULTY OF CREATIVE & EXPRSESIVE ARTS

Cookery & Nutrition page 16 Drama page 17 Fine Art page 18 Music page 19 Textile Design page 20 ENRICHMENT

Computing page 21 Life Skills page 22 Sport page 23

THE LEARNING PLATFORM page 24

Contents

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Dear Parents As your daughter begins her Year 8 studies, she is now ready to broaden her learning and build on her accomplishments in Year 7. Besides fun, friendship and enrichment activities, we really want her to enjoy our curriculum, because, after all, each girl is here to make the best academic progress she can. This booklet gives you an outline of the various topics she will be exploring in each subject this academic year and we hope that you will find this informative and interesting. (Please note that the order in which components are taught may vary and we reserve the right to amend and substitute topics should this become advantageous.) Our academic staff care deeply about teaching and learning and strive to give engaging lessons that will allow their pupils to succeed to the best of their ability. We all hope that your daughter will find something to interest and motivate her in every subject, not just her favourite ones! All subjects within our four Faculties are formally tested in the Summer Examination, which for Year 8 is the week before the May half-term. Other assessments will take place at strategic points throughout the year but will vary per subject. If you have any questions about course content or progress with regard to a specific subject, then you are encouraged to contact the member of staff who is responsible for that area of the curriculum, as he or she is undoubtedly the expert. Their name and email address is included at the bottom of each page. Should you wish to discuss academic progress more generally, then please contact me or Mr Maude (Head of Assessment and Reporting) in the Curriculum and Assessment Office. Our email addresses are [email protected] and [email protected]. You are also welcome to telephone but do bear in mind that we may well be teaching; however, if you leave a voicemail message, we promise to return your call at the earliest opportunity.

Yours sincerely

David Walker-Smith (BA, PGCE, PGDip, MCIL)

Head of Curriculum & Choices

From the Head of Curriculum & Choices

Introduction

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Faculty of Mathematics & Natural Sciences

Mathematics

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If you have any queries about this curriculum, please contact: Mrs Claudine Maude (BSc, PGCE) - KS3 Maths Coordinator on [email protected]

Mathematics is taught in four lessons a week. The basic work from Year 7 is consolidated and new topics which build on the existing work are introduced. The pupils gain confidence as they are using familiar ideas and extending their knowledge from previous years. The girls continue in their groups and follow the same syllabus. We include group work, practical activities, interactive computer programs, investigations and mental arithmetic. There is also a greater emphasis on problem-solving throughout the course.

Course materials We use the MyMaths for Key Stage 3 set of textbooks from Oxford University Press, which link straight to the MyMaths website where the girls can reinforce and consolidate their learning.

Angles and Shape Angles around parallel lines Properties of polygons Congruent shapes Constructions Scale drawing and bearings Pythagoras’ Theorem

Measures, Perimeter, Area and Volume Metric and imperial units

Triangles, parallelograms, trapezia and compound shapes

Circles Surface area and volume of prisms

Number Four rules of fractions

Fraction and percentage problems Percentage increase and decrease Dividing in a given ratio Direct proportion Problems

Graphs Straight line graphs Curves Finding mid-points Real-life graphs Time series

Statistics and Probability Averages from frequency tables Scatter diagrams

Algebra Expanding brackets and factorising Solving equations Equations with brackets Trial and improvement Rearranging formulae


Biology

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If you have any queries about this curriculum, please contact: Mrs Claudine Maude (BSc, PGCE) - Head of Biology on [email protected]

Girls are taught for two lessons each week and continue the innovative and exciting Spectrum course introduced in Year 7. There are many opportunities for practical investigations, and homework activities are designed to consolidate understanding and promote independent learning.

Progress throughout the course is continuously monitored using written tasks, quizzes, verbal responses, presentations in class, experimental work, homework and end-of-topic tests. The small classes and excellent facilities in the Simpson Building ensure the opportunity for girls to fulfil their potential in a stimulating, specialist environment.

The well-written and pupil-friendly textbook continues to support the girls’ learning, providing clear explanations to help all pupils understand the concepts covered and including extension work on each topic to allow more able pupils to explore beyond their current level of study.

Microbes and Disease Types of microbes Growing microbes Microbes and disease Prevention and treatment mechanisms Immunity

Course materials The course is taught using the broad structure of Cambridge Spectrum Biology, utilising the textbook, practical worksheets and assessment materials. Interactive resources available for reviewing and checking progress can be accessed by the girls whilst at school to help consolidate their understanding.

Plants and Photosynthesis What is photosynthesis Testing a leaf for starch Structure of a leaf and its adaptations Uses of glucose Root hairs and their function Effect of light intensity on rate of

photosynthesis

Food and Digestion Food groups and balanced diets Food tests Digestive system structure and function Digestion Absorption

The Body and Respiration Energy in food Aerobic and anaerobic respiration Circulatory system and the heart Respiratory system and gas exchange Composition of inhaled and exhaled air and

the mechanism of breathing


Chemistry

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If you have any queries about this curriculum, please contact: Mr Chris Snewin (BSc, PGCE) - Head of Chemistry on [email protected]

Chemistry is taught for two lessons each week, and within each topic there are numerous experiments to help the girls understand the theory and enable them to develop confidence in practical work. A range of simple chemical reactions is investigated and these are linked to everyday examples in the world around us, and used to introduce word equations to represent chemical changes.

The Periodic Table is introduced along with the basic concept of how atoms combine to form compounds. Girls begin to use formulae in chemical equations and learn how to use particle diagrams to represent different substances, focusing on several important types of chemical reaction, including neutralisation, precipitation and thermal decomposition. Girls also investigate how the properties of mixtures differ from those of the constituent elements, and the effect of impurities on the boiling point and melting point of substances.

Reactions of Metals and Metal Compounds Why are metals useful?

Reacting metals with acids

Reacting metal carbonates with acids

Reacting metal oxides with acids

Salts

Course materials The course is taught using the broad structure of Cambridge Spectrum Chemistry, utilising the text-book, practical worksheets and assessment materials to provide an accessible and informative route through each area of study. This is supplemented by unique card-sort activities, electronic media and interactive resources developed by the science teachers at Farlington.

Simple Chemical Reactions Chemical and physical changes

Reactions between acids & metals

Reactions between acids & carbonates

Word equations

Reactions when substances burn

Reactions when fuels burn

Atoms and Elements Materials

What the elements are like

The Periodic Table

Reactions of elements

Representing chemical reactions

Compounds and Mixtures Elements & compounds

Looking at compounds Reactions of compounds

Mixtures


Physics

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If you have any queries about this curriculum, please contact: Mrs Lucy Rutherford (BSc, PGCE) - Head of Physics on [email protected]

During two lessons a week spent studying Physics, girls engage in a range of activities designed to develop their scientific literacy and numeracy, with considerable time spent on experimental work to consolidate understanding of the theory and develop investigative skills.

Girls investigate how sound travels through materials, study the frequency, wavelength and pitch of different sounds using an oscilloscope, and investigate the speed of sound. The workings of the human ear are examined and noise pollution is also considered.

KS2 learning on electrical circuits is consolidated with a review of how to make simple components work and the use of circuit diagrams, and is extended with practical investigations to measure current, voltage and resistance in series and parallel circuits. Electrical safety is also included. Magnetic fields and the effect of current on these fields is explored, and girls make their own electromagnets to investigate ways to increase their strength.

Experiments with transparent, translucent and opaque materials help girls understand transmission and absorption of light, and reflection and refraction are investigated using ray boxes. We split light using prisms to produce a spectrum, and consider colour in terms of light absorbed and reflected.

Course materials The course is taught using the broad structure of Cambridge Spectrum Physics, utilising the textbook, along with some of the practical worksheets and assessment materials provided; these are supplemented by unique electronic media and interactive resources developed by the science teachers at Farlington.

Sound and Hearing Making sound

How sound travels

Hearing sound

Dangerous sound

Electrical circuits How electrical circuits work

Series & parallel circuits

Energy for circuits

Using electricity safely

Magnets and Electromagnets Magnetic forces

Magnetic fields

Making & using magnets

Making & using electromagnets

Light Where light comes from How light travels

Reflection

Refraction

The spectrum

Colours

English Language & Literature Faculty of Languages

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If you have any queries about this curriculum, please contact: Ms Jane Williams (BA, MA, PGCE) - Head of English on [email protected]

Year 8 is very busy! Your daughter will develop the skills she learnt in Year 7 allowing her to explore more challenging texts with increasing confidence. We expect to see her develop critical approaches to texts and to recognise that there are often alternative interpretations. She will also learn to manipulate through writing and to recognise when, how and why such manipulation takes place.

Course materials We will read novels, plays, poems and non-fictional texts such as diaries and newspapers. Your daughter will need to bring to her English lessons a personal reading book or Kindle, as we usually begin with 5-10 minutes of silent reading. This can, of course, be a library book.

History of the English Language. On a time-travel journey from 449 AD to the present day, we look at the origins and development of English, considering social and cultural issues as well as spellings, such as prefixes and suffixes. We zoom from Beowolf by way of Chaucer and Shakespeare to text language. We also discuss ‘good’ versus ‘bad’ English and the influence social media has on our language.

500 Word Short Story Competition. Pupils discuss, plan, draft and redraft a 500 word short story using the national Radio 2 competition as a springboard for ideas. All girls are encouraged to enter. We may have a winner in 2017!

Private Peaceful by Michael Morpurgo & First World War poetry. Written outcomes will include comprehension, diary entries in role, character studies, language analysis, letter writing, etc. Girls will also read and write their own poems inspired by First World War poets.

Goggle-Eyes by Anne Fine. This short comic play further explores how laughter helps communicate serious issues. We focus on dramatic reading and role play, encouraging alternative staging and discussing the effects of those alterations on the audience. This is a vital technique for the GCSE English Literature study of modern plays and Shakespeare.

Survival Unit. This brings together a range of texts and extracts, all focusing on survival of one kind or another. It is produced by the largest examination board (AQA) for Year 8 as a key part of developing skills for Year 9 and beyond. Fiction and non-fiction is looked at with texts written in the 19th, 20th and 21st centuries. The unit focuses on reading skills and gaining confidence in approaching unseen texts.

The Wish List by Eoin Colfer. A darkly comic novel dealing with life, death and the fight between Heaven and Hell for a girl’s soul! Colfer is a master story-teller who uses comedy to allow discussion of right and wrong, good and bad, love and bitterness. Written outcomes include writing a newspaper front page, comic monologues, and an anti-bullying leaflet.

French Faculty of Languages

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Because of the accelerated French programme now in operation, all Key Stage 3 material was complete at the end of Year 7, meaning that we now move on early to Key Stage 4 work, namely GCSE foundation level. The level of challenge is therefore higher than in Spanish.

The number of lessons rises to three per week and girls are split into two different groups, le groupe vert (green group) and le groupe rouge (the red group) to ensure that girls are working at a level of complexity and pace at which they feel comfortable and can make the best progress.

In Year 8, as their knowledge grows, both groups have the opportunity to do more work creating scripts and performing the resultant sketches on stage. This increases their confidence and helps to ensure that they see that speaking French can be used for real purposes!

If you have any queries about this curriculum, please contact: M Josselin Guédes-Wright (M ès L, Capès) - Head of French on [email protected]

Course materials The course is taught through electronic media and is based on material from Kerboodle and expo 4 including video elements. It is supplemented by Scaffolding for Productive Language, which is unique to Farlington and we regularly stream colourful content on The Learning Platform.

My Studies & Life at School Describing our school and your view of it Opinions on foreign language learning Views on single sex education Structure of the school day Describing particular lessons School rules Extra-curricular activities Pressures and problems Comparing primary and secondary school

Travel & Tourism

Different types of holidays France and other countries visited Future travel ambitions Air and ground transport Types of accommodation Local cuisine and culinary tradition Sightseeing Weather Next year’s holiday

Your view on reality TV shows Eating out and favourite food Sporting life then and now New hobbies you might try Well-known customs and festivals in French-

speaking countries and communities

Free time Activities & Customs and festivals The importance of music in your life Your favourite TV or film actor and their work Describing the last film you saw Hours of TV you watch per week and favourite

programme

If you have any queries about this curriculum, please contact: Sra Gema Briggs (Licenciado, PGCE) - Head of Spanish on [email protected]

Spanish Faculty of Languages

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The number of Spanish lessons now increases to three per week and rather than being taught in forms, girls are split into two different groups, el grupo verde (green group) and el grupo rojo (the red group). Both groups follow the full standard Year 8 curriculum, although the red group will study these topics in a little more depth. This system allows girls to study at a level of complexity and pace that suits them best and allows them all to make good progress. We use performance in tests in Year 7 as a basis for group allocation, which may be adjusted if a teacher feels that this is in the pupil’s best interest. The extra lesson in Year 8 creates increased opportunities to be creative and write scripts that are then performed on stage. This is an important part of what we offer in our language teaching and is a great boost to confidence, reminding learners of the use of Spanish as a real communications tool.

In Year 8, the amount of formal testing increases to three times per year and includes all four language skills (listening, reading, speaking and writing).

Course materials The course is taught through electronic media and is based on ¡Boardworks KS3. It is supplemented by an excellent video component La Tienda de Luis by Channel 4 and Scaffolding for Productive Language, which is unique to Farlington.

En casa - At home Talking about your home and its location Describing your house Describing the rooms in your house Describing your bedroom Talking about your daily routine Talking about what you do after school

El pueblo - My town Where you are going Giving and understanding directions Describing the location of places in town Talking about distance Talking about what your town is like Talking about the weather

Pasatiempos - Pastimes Talking about sports What you like doing in your free time What you do during the week /weekend Arranging to go out Saying how you help at home Saying how you get to school

Nos presentamos - introducing ourselves Talking about others and making

comparisons Making introductions Asking for and saying what you need Describing someone’s personality Buying gifts

Latin Faculty of Languages

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If you have any queries about this curriculum, please contact: Mrs Susan Farman (BA, MA, PGCE) - Head of Classics on [email protected]

In their study of Latin previously, the girls will have attained a good understanding of sentence structure, and so in this year they will develop their ability to translate Latin into English accurately in longer sentences. The fascinating social background of Pompeii will be followed by a look at life in Roman Britain. Vocabulary will continue to be learned in order to translate more efficiently and also to recognise derivations of words in other languages. There are two lessons a week.

Course materials Cambridge Latin Course - book 1 and 2 Cambridge Latin Course - Software Cambridge Latin course - Website - www.cambridgescp.com

Education and voting in Pompeii Consolidation of last year’s grammar work,

particularly nouns. 20-25 Latin words are learned and

derivations discussed every three weeks, related to the theme of Roman life in the city.

Fishbourne Roman Palace in Sussex The translations now include relative

clauses and more complex noun cases. 20 Latin words in their principal parts are

learned and derivations discussed every three weeks, related to the theme of Roman life in country villas

The destruction of Pompeii Consolidation of the past tenses. 20-25 Latin words are learned and

derivations discussed every three weeks, related to the theme of Roman life in the city.

Roman Britain and country life More complex language points are

introduced with uses of infinitives, irregular verbs and adjectives.

20 Latin words, now in their principal parts,

are learned and derivations discussed every three weeks, related to the theme of Roman life in the country

The Seven Wonders of the Ancient World The ancient wonders of the world, why they

were so important and how we might consider the same criteria today.

The girls create their own modern list of Wonders of World.

Faculty of Social Sciences

Geography

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If you have any queries about this curriculum, please contact: Mr John Dwyer (BSc, PGCE) Head of Geography on [email protected]

Geography is taught for two lessons a week and the aim in Year 8 is to extend geographical understanding. This includes new topics such as ecosystems and energy, as well as looking further afield at global issues. Geographical fieldwork secures high quality learning and there is an exciting ‘Weather Day’ for Year 8 students comprising individual research, team work and verbal presentation skills which takes place in the summer. Furthermore, gifted and talented geographers have a series of lunch time extension opportunities centred upon an enquiry on the effects of global warming and a visit to Box Hill in March to investigate the impact of tourism on a honeypot site.

Course materials The Geography curriculum is supported by Geog.2, published by Oxford University Press.

People and Planet The issues of population growth and pressure on global resources are investigated. How are the demands of rising populations met without causing damage to the natural environment? How can future populations be supported sustainably?

Ecosystems A variety of different climatic regions are investigated and the soil, vegetation and animals which exist in different ecosystems are explored. There is a detailed focus on tropical rainforests and tundra regions. The fragility and need for careful management of these areas is outlined.

Energy resources Global energy resources are explored. The issues around finite, fossil fuel consumption and the need to develop renewable energy resources are investigated. Why is oil so important? Which renewable energy sources are available to us in the UK?

Weather The weather influences our daily lives a great deal. In an age of global warming and more frequent extreme weather events, an understanding of the processes affecting our weather and climate are increasingly important. What are the different climate regions of the world? Why does the weather and climate change from place to place? What do the terms precipitation, cloud cover and air pressure mean?

Brazil A detailed investigation of the physical and human geography of Brazil. What kinds of natural resources does Brazil have? Which parts of the country are most crowded and why? ow and why is it developing so rapidly? Why is inequality so great? What are favelas and what are they like? Why is Brazil’s rainforest disappearing?


History

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If you have any queries about this curriculum, please contact: Mr Daniel Cronin (BA, MA, PGCE) - Head of History on [email protected]

We take a thematic approach to investigate the Early Modern period to the 20th Century and emerging new social order. From the use of Propaganda and the start of the Empire in Queen Elizabeth’s age, through to The Delhi Durbar and the celebration of the height of the Empire. We will also be exploring the darker elements of the Empire, such as slavery and it’s impact on its inhabitants.

Our exploration also charts civil wars in Britain and Europe, investigating Nationalism whilst developing an understanding of emerging new political, economic and social ideas across the continent.

In our skills development, we are comparing sources, considering their provenance, whilst in essay writing developing concepts of causation, assessing continuity and change.

Course materials Text books, DVDs, historical representations, Interactive technology, images, audio stimulus and our imaginations.

Empire & Impact: Elizabeth I East India Company India Delhi Durbar 1903 and 1911

Conflict—Civil War and Revolution: English Civil War USA French Revolution Russian Revolution The emerging ideas: from the traditional status

to emerging new social concepts.

Historical Representations analysis: Understanding the impact the author /

origin may have. Cross referencing more confidently.

Extended answers:

Developing structure and themes. Reaching judgements. Pursuing higher order thinking

Assessing Impact of Empire: Slavery & Triangular Trade System Depth Studies Life of Olaudah Equiano


Religion & Philosophy

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If you have any queries about this curriculum, please contact: Mrs Caroline Newell (BA, PGCE) - Head of Religion & Philosophy on [email protected]

The girls will be introduced to what religious belief is all about and encouraged to develop a wider knowledge and understanding of key issues in the world today. They will be learn both about and from the different religions, and to form and argue their own opinions. The work they cover in Year 8 will form the foundation of the GCSE Short Course which they will follow in Years 9 and 10.

Course materials The course is taught through Reflections Book 2: Leaders, rules and equality, and supplemented by a wide range of resources to stimulate discussion and debate.

Care of the environment This unit explores the need to look after and protect our environment from the perspective of different religions, including Christianity, Judaism and Islam.

Concern for others Students will consider how family members care for each other, the responsibility friendship brings, and the responsibilities we have to others in the world.

Peace and conflict Students will explore various responses to war, including Christian and pacifist views on conflict.

Discrimination and conflict In this unit, the girls will look at the effect of treating people differently, examining issues such as racism and other forms of discrimina-tion.

Religious Leaders This unit examines the qualities that make a hero, giving the girls the opportunity to consider the role of celebrities, in comparison with individuals such as Jesus, as leaders and role models in our society.

Authority and rules This unit will consider the reasons for rules in our society and encourage the girls to consider where authority comes from in society.

Faculty of Creative & Expressive Arts

Cookery & Nutrition

If you have any queries about this curriculum, please contact: Mrs Leigh Hawkins (BEd) - Head of Cookery on [email protected]

Girls are taught Cookery & Nutrition on a ‘carousel’ basis this year. This means that they spend half the academic year on Cookery and half on Textiles. They are taught in their form groups, and the order in which the subjects are taught will depend on which form your daughter is in. The girls develop their understanding of healthy eating, as well as methodology and presentation. The theory is in conjunction with practical lessons. The girls are encouraged to present their end dishes with pride and ownership, and to develop their food handling skills.

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Course materials Recipe and information booklets. Cookery equipment and various cooking utensils.

Cake making and decorating Using different methods of cake making and

decorating Dove-tailing recipes

Biscuit making and decorating Decorating biscuits, rolling, shaping

Pizza design and bread making Child focussed plan Looking at what goes into pizzas

Handling pastry and making a sauce Making finger foods leading to the party Writing and following a time plan

Party planning Making a choice as a group Teamwork Thinking about attracting small children and

encouraging them to eat healthily

Egg separating Making meringue and lemon curd.


Drama & Theatre

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If you have any queries about this curriculum, please contact: Mrs Emma Spires (BA, PGCE) - Head of Drama & Theatre on [email protected]

The Lower School Drama curriculum aims to develop an understanding of different styles and genres through exploration of a range of dramatic techniques, mediums, contexts and conventions. It also develops confidence and fosters cooperation skills enabling students to explore and respond to various different stimuli throughout out the year.

By the end of Year 8 all students will be competent in the use of a wide variety of drama strategies, they will have begun to explore non-naturalistic drama techniques and will be able to evaluate their own and other people’s work, identifying areas for improvement both verbally and in writing.

Drama is taught once a week in the Drama Studio, but there are also opportunities for the students to become involved in productions within the school.

Course materials We use material specifically created and adapted for each topic. Extracts are used from ‘Cinders’ by Nick Cornall, ’1984’ George Orwell, ’Too Much Punch for Judy’ Mark Wheeller, and ‘The Chrysalids’ by John Wyndham.

Park Life Using Forum Theatre and Dramatic Tension Developing Structure and Form

Considering Actor/Spectator relationship

Using Drama as a forum for debating

Cinders Introducing Stock Characters

Being able to portray a stock character using vocal and physical characterisation

Studying Pantomime as a Genre

Stylisation Exploring documentary drama Interpret scripts using stylised techniques Soundscapes Lighting

Script Writing Using a script into performance

Script writing

Drama with a message / genres Writing and staging a piece of drama for performance

Animal Uprising Spontaneous Improvisation

The use of propoganda

Using the skills learnt through Year 8 to devise a stylised piece of theatre.


Fine Art

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If you have any queries about this curriculum, please contact: Mrs Rosalyn Sprey (BA) - Head of Fine Art on [email protected]

Art and Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world. Pupils use colour, form, texture, pattern and different materials and processes to communicate what they see, feel and think. Through art and design activities, they learn to make informed value judgements and aesthetic and practical decisions, becoming actively involved in shaping environments. They explore ideas and meanings in the work of artists, craftspeople and designers. They learn about the diverse roles and functions of art, craft and design in contemporary life and in different times and cultures. Understanding, appreciation and enjoyment of the visual arts have the power to enrich our personal and public lives.

At Farlington, we study a variety of different units each year. Projects begin with observational drawing and also make connections with artists and other cultures. Units are discussed and planned at the beginning of each term and therefore those outlined here are provisional.

Course materials The projects are designed to cover a wide range of techniques and applications, allowing the students to explore and experiment with a wide selection of materials and processes. These include; expressive ink drawing, painting with acrylics, printing, sculpture, and mixed media.

Journal Cover: Mixed-Media Flowers Drawing and painting Research into appropriate artists Experimentation and development Creation of Journal cover

Portraits: Expressive Painting Drawing and painting Research into appropriate artists Experimentation and development Creation of final Painting

Landscapes: Printing Drawing and painting Research into appropriate artists Experimentation and development of printing techniques Creation of a series of Landscape Prints

Music Faculty of Creative & Expressive Arts

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If you have any queries about this curriculum, please contact: Mr Brian Dallimore (BA, PGCE) - on [email protected]

Our ethos is to make music enjoyable and relevant for all and this can be seen in the various topics taught and through the range of activities available in Extra Curricular Activities. In Year 8, pupils will continue to develop listening, appraisal, improvisation, composition and performance skills. They will develop a deeper understanding of music theory in practice, and some of our work will focus on areas of Wider Listening from the new GCSE syllabus. Pupils will also use a range of music software to ensure that those who wish to continue music study at GCSE will be suitably prepared.

Rock n Roll Through an in-depth study of this popular music genre, pupils will gain a strong understanding of structure and harmony whilst getting hands-on with the drums, bass guitar, electric guitar, keyboards and vocals. Practical work will include arranging, rehearsing and performing cover versions and composition of original work. Pupils will also learn to record, produce and arrange songs using Cubase software.

Post Classical Appraisal of music from Renaissance to Romantic Eras helps us to understand their influence and perhaps inspiration on modern day ‘Post Classical’ composers such as Yann Thiersen and Dustin O’Halloran. Understanding compositional techniques behind these works will provide pupils with an in-depth understanding of harmony and tonality. They will put this knowledge into practice as they compose their own ‘Post Classical’ pieces using Sibelius Software.

Folk Music and Musical Theatre A practical study of music and story-telling, beginning with English Folk Music and culminating in music for Stage and Theatre. Pupils will gain understanding of the role of music through history and knowledge of traditional music of the British Isles. They will rehearse and perform folk songs, music hall numbers and songs from modern day West End and Broadway musicals. Composition work includes writing instrumental arrangements for traditional songs using Sibelius software.

Extra Curricular Activities We encourages all girls to take part in at least one of the many free extra-curricular musical activities on offer. In Year 8 this includes Glee Choir, Ukulele Club, Concert and Training Orchestras, String ensembles, Flute Choir, Guitar Ensemble, Razzmajazz, Strood Consort, and Aural & Theory sessions. All of these groups cater for different standards, making music inclusive for all.

Instrumental Lessons In addition, there are opportunities for girls to learn a musical instrument as a paid extra-curricular activity. These include flute, recorder, oboe, clarinet, saxophone, bassoon, violin, viola, cello, double bass, drum-kit, trumpet, trombone, piano, guitar and singing.

Textile Design Faculty of Creative & Expressive Arts

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If you have any queries about this curriculum, please contact: Mrs Sue Cooper (BEd) - Head of Textile Design on [email protected]

Girls are taught Textiles on a ‘carousel’ basis this year. This means that they spend half the academic year on Textiles and half on Cookery and Nutrition. They are taught in their form groups, and the order in which the subjects are taught will depend on which form your daughter is in.

Students look at fibres and fabrics and learn the basic elements of design, decoration and embellishment techniques. The course consists of one double lesson each week for one and a half terms. No homework is timetabled.

Fun with fibres and fabrics Students will have an introduction to textile

fibres and fabrics - natural and man-made. They will explore different fabrics and fibres

and their properties. Students will earn how to weave threads,

felt fibres and dye fabrics.

Creative Cushion inspired by India. Students learn how to create a printed de-

sign and make a tie-dye cushion cover base. They will block print their design onto fabric

and embellish it with foils and applique it onto their tie-dyed cushion.

They will also learn how to use the sewing machine.

Course materials The Technology Textiles course has been custom made to suit the needs of the Farlington student embarking on a Textiles course for the first time, giving an insight into this exciting and creative subject.

Enrichment

Computing

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If you have any queries about this curriculum, please contact: Mr Josselin Guédes-Wright (M ès L, Capès) - Head of Computingon [email protected]

We recognise that Computing is an important facilitating subject for all areas of the curriculum, and we aim to have an integrated approach throughout the school. To support this, Year 8 girls also have one computing lesson each week in our dedicated room in the Technology Courtyard. It is assumed that pupils have knowledge of the Windows operating system and are familiar with Microsoft Office.

Graphics Vector and bitmap images

Basics of photo editing

E-safety Protecting online identity and privacy,

including strong passwords. Recognising inappropriate content, contact

and conduct. Reporting concerns.

Typography and design Choosing coherent styles

Using and modifying templates

Using colour schemes

Image quality and resolution

Course materials The Learning Platform is powered by Google Classroom, and Google also provides our email system. For e-safety, we link to Internet sources in conjunction with the Life Skills programme. Other materials are unique and produced here at Farlington.

Google for schools Google docs. Google slides. Google sheets. Collaborative work.

File and folders Creating personal folders. Good practice file management. Organisation and deleting files. Student work repository.

How computers work Computer hardware. Input and output methods. Operating systems. Software.

Enrichment

Life Skills

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If you have any queries about this curriculum, please contact: Mrs Helen Ravenscroft (BSc, PGCE) - Head of Faculty, Social Sciences on [email protected]

Life Skills continues to be an integral part of the pastoral life of the school. It is used to provide knowledge and understanding that can help students develop skills that they will be able to use throughout their lives.

The content is delivered by a mix of Form Tutors, internal and external speakers in addition to the other school subjects. The delivery of certain Life Skills topics is positioned during the year to dovetail with the delivery of other relevant topics in other subjects.

All school subjects will also encourage the development of core values in Life Skills such as honesty, integrity, organisation and the ability to make informed choices.

In Year 8, the students have an allocated lesson each week. Initially these sessions focus on the challenges the students will face in Year 8 and then move onto their wider role in society. Some Life Skills ideas are also covered in assemblies and the students are given the opportunity to take part in assemblies to encourage self-awareness and confidence.

Course materials Your Life 2 textbooks and course material

Personal Wellbeing Challenges of Year 8 and being a buddy to

Year 7 students

Academic Mentoring Making the most of leisure time Cyberbullying Workshop Your family and you — Divided Families Revision strategies and study skills

Economic Wellbeing Gambling, what is it and the issues

associated with it. Careers and choices programme

Keeping Healthy Mental Wellbeing

Dove Body Self Esteem Workshop

Safety in public places

I.D.E.A.L. Emotional Health

Citizenship School Council Elections process and voting

Global issues with respect to food and water

The Media and the power of advertising

The role of the Police

You as a citizen and our relationship with the European Union

Participation in the school community - production of a newsletter

Enrichment

Sport

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If you have any queries about this curriculum, please contact: Miss Sara Whittaker (BEd) - Director of Sport on [email protected]

Girls are provided with the opportunity to take part in a number of different activities through lessons and extra curricular sessions. Girls will have 1 double lesson and 1 single lesson a week throughout the year.

Lessons are based around participation, enjoyment and the development of skills. Girls are encouraged to maintain a good level of personal fitness. Girls who show a high level of ability in any activity are encouraged to join local clubs and trial at County level.

The course is completely practical; basic skills are reinforced and tactical play in game situations is taught.

Rounders & Tennis Fielding/batting/bowling Strokes Tactics Game awareness Rules

Athletics & Swimming Warm up & cool down/safety Technical knowledge and principles of

movement/strokes Physical competence/water based activity Rules

Autumn & Spring terms Netball

Hockey

Dance

Gymnastics

Fitness

Athletics

Hockey & Netball Ball control/handling/footwork Passing and receiving skills. Attacking skills. Defending skills Game awareness strategies. Rules

Gymnastics & Dance Flight and Vaulting Safety, changes of levels, speed Set piece—Bollywood Experimentation of Choreographic devices

through movement

Summer term Athletics

Rounders

Swimming

Tennis

The Learning Platform

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If you have any queries about The Learning Platform, please contact: The Station Master, on [email protected]

The Learning Platform is Farlington’s unique virtual learning environment and is powered by Google Classroom. All our learners sign up to The Learning Platform and accept invitations to all the destinations for subjects they are taught. At each destination throughout the year, our teachers will stream details of homework, reminders, pdf resources and carefully selected Youtube clips. On the ‘about’ tab girls will find details of the curriculum, as well as recommended websites. The Learning Platform can be viewed equally well on smartphones, tablets, PCs and Macs meaning that girls can be in touch with their learning when they choose. Personal devices may be used in class when authorised by the teacher for purposes of research, online dictionaries or kahoot quizzes, for example. If your daughter has her own mobile device, and she has not already done so, then please do allow her to download the Google Classroom app. It is free-of-charge and very practical. Pupils can also comment on posts and ask questions, which means that learning can also be a shared experience outside the classroom. The Learning Platform is also used for whole school messages, which can be found via the Assemblies & Notices destination, and there are other destinations such as Book World, where our Librarian announces new arrivals and make recommendations, and students can post their own book reviews. The Learning Platform at Farlington is an efficient and up-to-date way of learning and communicating.

Enrichment

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