Year 8 Work
English
| Oaks Content
Y8 Non-fiction |
|
| Linked Oaks Unit | Available Oaks Lessons |
| Change: Michelle Obama & Lennie James
https://teachers.thenational.academy/units/change-michelle-obama-lennie-james-a821
|
Obama’s use of rhetoric in a letter to her younger self
It’s time to explore one of the most influential women of our time- Michelle Obama. We’ll explore Obama’s letter to self, and consider how rhetoric was used to help her reflect on some of the biggest challenges she’s ever had to face. A continued exploration of Obama’s letter to her younger self Continuing on our journey with Michelle Obama’s use of rhetoric, this lesson will consider how she uses rhetoric to give her younger self advice at times when she needed it the most. We will explore how rhetoric has been used to create a reassuring, personal tone by Obama, n a way that we have never seen rhetoric used before Using rhetoric to write a letter to your younger self Ever wondered what you could do if you could turn back time? In this lesson, rhetoric will allow us to do just that. We will apply our rhetoric mastery to write our own ‘a letter to myself;’ drawing from our experience of the rhetoric form so far. We will consider how to structure a response that would persuade our younger self to take our good advice and think about why people might write letters to themselves in times of difficulty. James’ use of rhetoric for change A writer who uses rhetoric with advice and warning, Lennie James writes with a particular style to appeal to his audience in a unique and personal approach within his open letter on a topic that became more important with every second that passed. This lesson covers knife crime. If this is a sensitive topic to you, we recommend checking with a trusted adult before starting or doing the lesson with a trusted adult nearby. https://classroom.thenational.academy/lessons/james-use-of-rhetoric-for-change-75gp6d Comparing Obama and James’ use of rhetoric in the letter form In this lesson, we will compare how Obama and James use the letter form in similar and different ways to encourage change. We will explore the key purpose of both letters, before a study of how both writers use rhetoric in similar or differing ways to reflect on the change that impacted themselves, others, and the world as a result. This lesson covers knife crime. If this is a sensitive topic to you, we recommend checking with a trusted adult before starting or doing the lesson with a trusted adult nearby. |
| Oak Content
Oliver Twist |
|
| Linked Oaks Unit | Available Oaks Lessons |
| Oliver and the workhouse
https://teachers.thenational.academy/units/oliver-and-the-workhouse-6202
Oliver heads to London https://teachers.thenational.academy/units/oliver-heads-to-london-b112
Oliver is caught https://teachers.thenational.academy/units/oliver-is-caught-5d0c
Oliver, Bill and the Maylies https://teachers.thenational.academy/units/oliver-bill-the-maylies-5342
Oliver and the consequences https://teachers.thenational.academy/units/oliver-and-the-consequences-9ee7 |
An Introduction to Charles Dickens and Oliver Twist
This lesson will introduce the author of Oliver Twist – Charles Dickens. We will also study the description of Oliver’s birth from Chapter 1. Oliver Appears Before the Workhouse Board In this lesson, we will witness the nine-year-old Oliver Twist meet the intimidating workhouse board. https://classroom.thenational.academy/lessons/oliver-appears-before-the-workhouse-board-6thpar In this lesson, Oliver is selected for a risky task – he must ask for more gruel from the workhouse master. https://classroom.thenational.academy/lessons/oliver-asks-for-more-chh3gr In this lesson, Oliver loses his temper and makes a life-changing decision. https://classroom.thenational.academy/lessons/oliver-runs-away-60v3gr In this lesson, Oliver receives help from a rather strange boy. Can Oliver trust this stranger? https://classroom.thenational.academy/lessons/oliver-meets-jack-dawkins-6gtk0t In this lesson, Oliver arrives in London. He receives a warm welcome from a friendly old man and his group of boys. But appearances can be deceiving…This lesson contains anti-semitic descriptions. If this is a sensitive topic to you, we recommend checking with a trusted adult before starting or doing the lesson with a trusted adult nearby. https://classroom.thenational.academy/lessons/oliver-meets-fagin-6mtkjc In this lesson, Oliver learns more about Fagin and his gang of boys. Little does Oliver know that he is, in fact, being recruited into a dangerous criminal gang! https://classroom.thenational.academy/lessons/oliver-learns-the-trade-cgvpce In this lesson, Oliver is arrested for a crime that he hasn’t committed. Little Oliver is in big trouble! https://classroom.thenational.academy/lessons/oliver-is-arrested-68w6cr Oliver Thrives with Mr Brownlow Oliver recovers from a sickness at Mr Brownlow’s house and examines a painting of a strangely familiar woman… https://classroom.thenational.academy/lessons/oliver-thrives-with-mr-brownlow-c4r30r All is going well for Oliver who is now under the loving care of Mr Brownlow. But Oliver has not yet escaped Fagin’s gang… https://classroom.thenational.academy/lessons/oliver-is-kidnapped-c5hk4d Oliver is dragged back to Fagin’s gang by the fearsome brute Bill Sikes. Oliver is in great danger! This lesson contains descriptions of domestic violence. If this is a sensitive topic to you, we recommend checking with a trusted adult before starting or doing the lesson with a trusted adult nearby. https://classroom.thenational.academy/lessons/oliver-meets-bill-c4vkjc Oliver accompanies Bill on a dangerous attempt to burgle a house which quickly leads to disaster. https://classroom.thenational.academy/lessons/a-burglary-goes-wrong-68wpct Oliver is Taken by the Maylies Oliver meets the family of the burgled house. Will they accept him? https://classroom.thenational.academy/lessons/oliver-is-taken-by-the-maylies-60rk2t A mysterious stranger begins uncovering the puzzle of Oliver’s past. https://classroom.thenational.academy/lessons/a-mysterious-stranger-crup4c Nancy Alerts Rose to the Plans Nancy learns about the villains’ evil plans. Oliver is in grave danger! https://classroom.thenational.academy/lessons/nancy-alerts-rose-to-the-plans-71gkcc Bill discovers that Nancy has betrayed the gang. Enraged and hurt, Bill marches through the city streets for revenge… Please note that this lesson contains a description of domestic violence. If this is a sensitive topic to you, we recommend checking with a trusted adult before starting or doing the lesson with a trusted adult nearby. https://classroom.thenational.academy/lessons/nancys-death-6mr3gd What happens to Sikes and Fagin? Bill Sikes and Fagin are punished for their crimes. Please note that this lesson contains a description of a violent death. If this is a sensitive topic to you, we recommend checking with a trusted adult before starting or doing the lesson with a trusted adult nearby. https://classroom.thenational.academy/lessons/what-happens-to-sikes-and-fagin-c9jk2t We finally learn the truth about Oliver’s family. https://classroom.thenational.academy/lessons/oliver-twist-the-end-ccw3er |
| Oak Content
English Grammar 2 |
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| Linked Oaks Unit | Available Oaks Lessons |
| Complex sentences, avoiding fragments and run-ons, capital letters
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Starting sentences with ‘and’
This lesson develops understanding of capital letters and introduces prepositions. https://classroom.thenational.academy/lessons/starting-sentences-with-and-6rw34c This lesson develops understanding of past tense and introduces how to join sentences with ‘and’. https://classroom.thenational.academy/lessons/when-it-happened-6mw6ac This lesson develops understanding of capital letter use and complete sentences. This lesson introduces the concept of run-on sentences and consolidates capital letter knowledge. https://classroom.thenational.academy/lessons/avoiding-run-on-sentences-c5h62t This lesson introduces the concept of fragments and how to punctuate speech. https://classroom.thenational.academy/lessons/independent-clauses-c8vkje This lesson introduces the concept of independent clauses https://classroom.thenational.academy/lessons/independent-clauses-c8vkje This lesson introduces the concept of subordinate clauses https://classroom.thenational.academy/lessons/subordinate-clauses-64w3ac |
| Oaks Content
The Tempest |
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| Linked Oaks Unit | Available Oaks Lessons |
| Shakespearean Comedy – The Tempest
https://teachers.thenational.academy/units/shakespearean-comedy-the-tempest-88f0 |
Context of The Tempest
In this lesson, we will check our prior knowledge of Shakespeare’s world and Shakespearean context. We will then explore some key knowledge around Shakespeare’s context, and also The Tempest. https://classroom.thenational.academy/lessons/context-of-the-tempest-cctp4c The plot and themes of The Tempest We will start the lesson by recapping our knowledge of Shakespearean context, as well as the context of The Tempest. We will then explore some of the key themes of the play before reading a summary of the story and applying these themes to the text. https://classroom.thenational.academy/lessons/the-plot-and-themes-of-the-tempest-6ru62e The theme of power: Act 1 Scene 1 – A Stormy Start In this lesson, we will start by recapping our knowledge of the key themes of The Tempest. We will then read the key moments to Act 1 Scene 1 and explore what different forms of power we see during a stormy beginning! https://classroom.thenational.academy/lessons/the-theme-of-power-act-1-scene-1-a-stormy-start-74rp4d The theme of power: Act 1 Scene 2: Prospero and Miranda In this lesson, we will start by recapping the key events from Act 1 Scene 1. We will then explore the theme of power through the exchange between Miranda and Prospero in Act 1 Scene 2, as he reveals their dark past. The Theme of Power: Act 1 Scene 2 – Prospero and Ariel In this lesson, we will start by recapping the important events of the play before reading the rest of Act 1 Scene 2 as Prospero interacts with Ariel. We will then analyse the relationship between these two characters. The theme of power: Act 1 Scene 2 – Caliban’s Treatment In this lesson we will first recap the relationship between the characters of Prospero and Ariel. We will then explore the interactions between Prospero and his other servant, Caliban. We will analyse how Caliban is bitter about his treatment as he reveals what the past was once like. The theme of hope: Coming Ashore In this lesson, we will explore Act 2 Scene 1 in relation to the theme of hope vs loss. Alonso is full of sorrow thinking his son is dead, whereas Gonzalo and Francisco offer humour and hope. https://classroom.thenational.academy/lessons/the-theme-of-hope-coming-ashore-68tkat The theme of comedy: Trinculo and Stephano In this lesson, we will focus on the introduction of two comedic characters: Stephano and Trinculo. We will explore the ways in which Shakespeare creates comedy and how these characters present themselves to Caliban. https://classroom.thenational.academy/lessons/the-theme-of-comedy-trinculo-and-stephano-6cr6at Abuse of power: Caliban – Victim or Villain? In this lesson we will evaluate whether Caliban is mistreated and a victim, or whether he is villainous in his own right. We will reflect on his thoughts and things that torment him, as well as how Trinculo and Stephano treat him. https://classroom.thenational.academy/lessons/abuse-of-power-caliban-victim-or-villain-6cu38d Analysing character in literature: How is Caliban Presented? In this lesson, we will plan and write an essay focusing on how a character is presented through a key extract in the play, before linking it to our knowledge of the whole play so far. The theme of love: Ferdinand and Miranda In this lesson, we will explore the romantic aspect to the play. We will analyse how Shakespeare highlights this as a key moment in the play, linking this to the comedy genre. https://classroom.thenational.academy/lessons/the-theme-of-love-ferdinand-and-miranda-c4rket In this lesson, we will read about Stephanco, Trinculo and Caliban’s evil plots against Prospero, and explore why the audience would not take these seriously. https://classroom.thenational.academy/lessons/the-theme-of-betrayal-6gu30d In this lesson, we will explore the final moments of the play as Prospero addresses everybody on the island. We will analyse how he demonstrates empathy and forgiveness to those who have wronged him. https://classroom.thenational.academy/lessons/the-theme-of-reconciliation-68v3er The theme of magic: Prospero’s Epilogue In this lesson, we will explore how Prospero’s final epilogue connects to the audience and what Shakespeare is saying about the nature of storytelling and theatre. https://classroom.thenational.academy/lessons/the-theme-of-magic-prosperos-epilogue-6hgk4c Evaluating: Prospero’s Moral Principles In this lesson, we will evaluate and cast judgment on whether Prospero is a benevolent or malevolent character in the play, by exploring some of his key moments. https://classroom.thenational.academy/lessons/evaluating-prosperos-moral-principles-6grk6c Writing about the play as a whole: How is Power Presented? In this lesson, we will plan and prepare an essay focused around a key theme from the play. |
History
| Y8 Autumn Term
Why was World War I a significant event? |
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| ATLP Titles | Linked Oaks Unit | Available Oaks Lessons |
| 1. What was Europe like in 1900?
2. What were the MAIN long-term causes of WW1? Part 1 Alliance 3. What were the MAIN long-term causes of WW1? Part 1 Militarism 4. What were the MAIN long-term causes of WW1? Part 1 Nationalism 5. Progress Check – What were the MAIN causes of World War 1? 6. What was the trigger cause of World War 1? 7. What is trench warfare? 8. What was life like in a World War 1 trench? 9. Why did young men join the army? 10. Why did conscription affect the lives of men and women in Britain? 11. Why were there food shortages during World War One? 12. Was the Battle of the Somme worth the sacrifice? Background lesson 13. Was the Battle of the Somme worth the sacrifice? Assessment lesson 14. How did The Great War finally come to an end? 15. What is the history of Black servicemen during WW1? 16. What can we learn from Sassoon’s poem ‘They’? 17. What medical developments took place during WW1? |
Did tensions over Africa make a European war more likely?
How far did the assassination cause the First World War? What do the stories of the ‘often forgotten armies’ reveal about the Western Front?
Why did WWI end in November 1918? https://teachers.thenational.academy/units/why-did-wwi-end-in-november-1918-13e5 |
Morocco
In this lesson, you will learn about the causes and impacts of European policies in Morocco. https://classroom.thenational.academy/lessons/morocco-6gt6ad Systems of Alliance In this lesson you will learn about the different alliance systems which existed in Europe prior to 1914 and how they made a major war in Europe more likely. https://classroom.thenational.academy/lessons/systems-of-alliance-cmukgr The Schlieffen Plan In this lesson you will learn about the different military plans which European nations had for war, and how Germany’s plans in particular accelerated events leading to the outbreak of war. https://classroom.thenational.academy/lessons/the-schlieffen-plan-ccr64e Imperial Rivalries In this lesson you will learn about the background to the war, for example what smaller conflicts and rivalries between European nations, had set them against one and other. https://classroom.thenational.academy/lessons/imperial-rivalries-cdhkae Nationalism and Militarism In this lesson you will learn about the role played by growing nationalism and militarism in increasing the likelihood of a conflict in Europe. https://classroom.thenational.academy/lessons/nationalism-and-militarism-c8w66r What really caused the outbreak of WWI? In this lesson you will review the different causes of WWI and come to a judgement as to their relative importance. https://classroom.thenational.academy/lessons/what-really-caused-the-outbreak-of-wwi-cgwk2d Introduction to the Western Front In this lesson you will learn about what the Western Front was and what the traditional interpretation of it is. https://classroom.thenational.academy/lessons/introduction-to-the-western-front-c8vk8e Ganga Singh In this lesson you will learn about what the story of Ganga Singh, an Indian soldier, can reveal to us about the Western Front. https://classroom.thenational.academy/lessons/ganga-singh-69jp4d The Eastern Front and the Russian Revolution, 1917 In this lesson you will look at the fighting that took place on the Eastern Front during WWI before examining the reasons for and impact of the Russian Revolution on the Great War. The US enters the war, 1917 This lesson examines the reasons for the US involvement in WWI in 1917 and its role in the conflict prior to their joining. You will learn about the impact of US resources and troops on the course of the war before considering the factor’s importance for our enquiry question. https://classroom.thenational.academy/lessons/the-us-enters-the-war-1917-cgwkjr The Spring Offensive, 1918 This lesson looks at the conditions on the German homefront during WWI before examining the events and outcomes of the Spring Offensive of 1918. https://classroom.thenational.academy/lessons/the-spring-offensive-1918-6mr3cr The Armistice, 1918 This lesson will examine the events leading up to the Armistice of 1918 before pulling together all the material from this series of lessons to answer our enquiry question. https://classroom.thenational.academy/lessons/the-armistice-1918-6cvkcr |
| Y8 Autumn Term
Industrial Revolution |
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| ATLP Titles | Linked Oaks Unit | Available Oaks Lessons |
|
1. How did Britain Change between 1750 and 1900? 2. What was the industrial revolution? 3. What was life like in towns and cities? 4. What was ‘King Cholera’? 5. What was life like for children in the Industrial Revolution? Part 1: Schools 6. What was like for children in the Industrial Revolution? Part 2: Working in factories 7. Did Dickens do his homework? (reading lesson on Oliver Twist- Charlotte’s lesson) 8. How was health improved during the industrial revolution? 9. What made Birmingham stink? |
How far did working conditions improve over the nineteenth century? | Child labour during the Industrial Revolution
In this lesson you will learn about how the Industrial Revolution transformed working-conditions in England between 1750-1850. https://classroom.thenational.academy/lessons/child-labour-during-the-industrial-revolution-6gup2r Changing labour laws In this lesson you will learn about the ways in which governments tried to improve working conditions during the nineteenth century. https://classroom.thenational.academy/lessons/changing-labour-laws-c4upce Popular protest, 1800-1850 In this lesson you will learn about popular protests against poor working conditions at the start of the nineteenth century. https://classroom.thenational.academy/lessons/popular-protest-1800-1850-6hhkjd Popular protest, 1850-1900 In this lesson you will learn about the Lancashire Cotton Famine and the Matchgirls strike. You will use these examples and knowledge from previous lessons to answer our enquiry question. https://classroom.thenational.academy/lessons/popular-protest-1850-1900-74wpac |
Maths
Oak National Academy Mathematics Education Teachers’ Hub
https://teachers.thenational.academy/subjects/maths/key-stages/key-stage-3
Music
| Year 8 Autumn and Summer Term: Live Lounge/The Blues | |
| Linked Oaks Unit | Available Oaks Lessons |
| Band Musicianship 2: The Blues
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To be able to perform and transpose a 12-bar blues bass line
In this lesson, we are going to learn about the origin of blues music and how to play and transpose a 12-bar blues bass line. In this lesson, you will understand why primary chords are so special, and what a turnaround chord is. You will enjoy performing a 12 bar blues chord sequence. To be able to perform blues rhythms and walking basslines Can you ‘walk’ a bassline? Which rhythms are used in the blues? To be able to perform a jazz head In this lesson, we will look at how a main melody or theme is used in blues music and learn how to play a very famous ‘head’. https://classroom.thenational.academy/lessons/to-be-able-to-perform-a-jazz-head-69h68e To explore a blues scale through improvisation In this lesson, we will explore how blues’ musicians create interesting improvisations. https://classroom.thenational.academy/lessons/to-explore-a-blues-scale-through-improvisation-6gtkcd To review the structure and tonality of some blues If you’re feeling blue, remembering just how much you’ve learnt about the blues will cheer you up!
To understand how to improvise longer phrases In this lesson, we will understand why improvisation in blues music is so important. You will learn how to improvise confidently in longer musical phrases.
To understand how blues singers communicate emotion, and how blues lyrics are structured In this lesson, we will look at wonderful blues singing and how the artist can show the emotion of the lyrics through the way they sing. You will also have the opportunity to write your own blues verse. To be inspired by “All Blues”, and understand why it is a jazz standard In this lesson we are going to analyse the jazz standard “All Blues” through performance. To be able to create a blues accompaniment In this lesson you are going to use everything you have learned about blues music to compose your own blues accompaniment.
To be able to compose a structured blues melody In this lesson you are going to create a structured blues melody above last lesson’s accompaniment. You will make creative decisions about who from the ‘band’ improvises in your blues piece. https://classroom.thenational.academy/lessons/to-be-able-to-compose-a-structured-blues-melody-crtk8c To understand how instrument playing techniques communicate the blues tradition In this lesson, you will learn all about the different playing and singing techniques heard in blues music. You will be able to identify these different techniques by ear. To understand how improvisers communicate and take turns when performing in a band In this lesson you will consolidate your learning about band musicianship by examining how blues bands communicate with each other. You will learn about what makes a great blues musician and improviser, and how to improvise your own phrases within a structure. |
Science
YEAR 8 Science
CHEMISTRY
UNIT 4- THE PERIODIC TABLE (OAK- 8CP ATOMS AND THE PERIODIC TABLE)
https://teachers.thenational.academy/units/atoms-and-the-periodic-table-68d3
| ATLP | Lesson number/title | Core content |
| The atomic model | 2
Atoms |
● Label a diagram of the atom and describe its structure
● Draw and write electron configuration for any of the first 20 elements ● Describe the link between electron configuration and place in the periodic table |
| The periodic table | 1
Elements |
● Define elements, name the two types of elements and locate them on the periodic table
● Recognize elements from drawings or names ● Describe the rules for writing chemical symbols |
| HA- Electronic structure | 1
Electron configuration (9CR Reactivity) |
● Use the periodic table to work out numbers of protons, neutrons and electrons
● Draw and write the electron configuration for given atoms ● Explain why most atoms react but group 0 do not |
| The development of the periodic table | ● | |
| Physical and chemical properties | ||
| Metals and non-metals | 3
Metals and non-metals |
● Describe some properties and uses of metals and non-metal elements
● Describe some of the stages in the formation of the periodic table ● Explain how the properties of the elements were used in early versions of the periodic table |
| Group 1 | 8
Group 1 |
● Describe some of the properties of group 1 elements
● Describe trends in physical and chemical properties of group 1 ● Write word (or symbol) equations to represent their reaction with oxygen and water |
| Group 7 | 9
Group 7 |
● Describe trends in physical properties of group 7
● Describe the trend in reactivity of group 7 ● Write word equations to represent their reaction with iron |
| Group 0 | ||
| 9
Group 7 |
● Describe trends in physical properties of group 7
● Describe the trend in reactivity of group 7 ● Write word equations to represent their reaction with iron |
|
| 10
Atoms and the periodic table revision |
Review 1
● identify, with reasons, differences between atoms, elements and compounds ● represent chemical reactions as word equations and apply this to the idea of conservation of mass ● explain how an elements position in the periodic table links to its properties and reactivity (groups 1 and 7) |
|
| 11 | Assessment | |
| 12 | Review 2 |
UNIT 5 – CHEMICAL REACTIONS 2 (OAK- 7CC CHEMICAL REACTIONS)
https://teachers.thenational.academy/units/chemical-reactions-5ffa
| ATLP | OAK- Lesson number/title | OAK- Core content |
| Acids and Alkalis | 3
Acids and alkalis |
● Identify common hazard symbols and describe appropriate safety precautions
● Record observations accurately and using good language ● Classify substances as acid, alkali or neutral using simple indicators |
| pH and indicators | 4
pH scale |
● Use Universal Indicator to determine the pH of a range substances
● Classify substances as strong or weak acids or alkalis based on their pH ● Explain why universal indicator is better than simple indicators |
| Neutralisation | 6
Neutralisation |
● Describe what happens to the pH when acids are added to alkalis or vice versa
● Represent the reaction of acids and alkalis using word equations ● Name the salt produced in acid alkali reactions |
| Metals and acids | 5
Metal and acid reactions |
● Describe evidence for the reaction of metals and acids
● Write word equations to represent the reaction of metals and acids ● Describe the test for hydrogen gas and the positive result |
| Metals and water | ||
| Metals and oxygen | 2
Oxidation |
● Describe evidence reactions with oxygen
● Represent oxidation reactions using word equations and diagrams ● Apply the conservation of mass theory to oxidation reactions |
| Metal displacement | 11
Displacement (9CR reactivity) |
● Use the reactivity series to predict whether a reaction will occur
● Make and record observations for evidence for a reaction ● Write word and symbol equations to represent reactions seen |
| Extracting metals | 10
Metal ores (9CR reactivity) |
● Explain why most metals are not found in their element form
● Describe how metals can be extracted using carbon ● Write word and symbol equations to represent the reactions |
| 10
Chemical reactions revision |
Review 1
● Recall key terms, definitions and structures related to chemical reactions |
|
| 11 | Assessment | |
| 12 | Review 2 |
UNIT 6- THE EARTH AND ATMOSPHERE (OAK- 8CM MATERIALS AND THE EARTH)
https://teachers.thenational.academy/units/materials-and-the-earth-78e8
| ATLP | OAK- Lesson number/title | OAK- Core content |
| Structure of the Earth | 1
Structure of the Earth |
● Label a diagram showing the structure of the Earth and compare the layers in terms of composition, thickness and temperature
● Explain how the continents move ● Describe some of the evidence for ‘continental drift’ |
| Types of rock | 2
Igneous rock |
● Describe the formation of intrusive and extrusive igneous rocks
● Explain the link between cooling rate and crystal sizes ● Describe the properties of igneous rock |
| 3
Sedimentary rock |
● Describe the weathering, transportation and deposition of rocks at the Earth’s surface
● Describe the formation of sedimentary rocks ● Describe the properties of sedimentary rocks |
|
| The rock cycle | 4
Metamorphic rock and the rock cycle |
● Describe the formation of metamorphic rocks
● Describe the properties of metamorphic rocks ● Apply knowledge of all 3 rock type formations to questions on the rock cycle |
| Combustion | ||
| The carbon cycle | 7
Earth’s atmosphere and the carbon cycle |
● Compare the earth’s early atmosphere to the atmosphere today
● Explain why carbon dioxide and oxygen levels changed in Earth’s early history ● Describe the main processes involved in the cycling of carbon |
| Climate change | 8
The greenhouse effect |
● Describe the greenhouse effect
● Explain the significance of an increased greenhouse effect ● Describe some of the potential consequences of climate change |
| Recycling and sustainability | 9
Ceramics, polymers and composites |
● Describe some of the properties of ceramics, polymers and composites
● Interpret secondary data ● Explain the importance of reducing, reusing and recycling |
| 10
Materials and the earth revision |
Review 1
● Recall key terms and definitions ● Use scientific language accurately to correct statements |
|
| 11 | Assessment | |
| 12 | Review 2 |
BIOLOGY
UNIT 4- NUTRITION AND DIGESTION (OAK- 8BD DIGESTION)
https://teachers.thenational.academy/units/digestion-and-nutrition-9fd9
| ATLP | OAK- Lesson number/title | OAK- Core content |
| What is a nutrient? | 1
Healthy diet |
● Name the components of food and describe what each is needed for in the body
● Interpret and make calculations from nutrition labels ● Calculate energy requirements for different activities |
| Energy in food | 3
Energy release |
● State uses for the energy released
● Describe how energy is released from the food we eat ● Evaluate a model for respiration |
| What is an unhealthy diet? | 2
Unhealthy diet |
● Describe some of the diseases linked with nutrient deficiency
● Describe some of the diseases linked with imbalances in energy intake ● Interpret data on the incidence of food related diseases |
| The digestive system | 11
organs of the digestive system (7BC Cells, tissues and organs) |
● Label a diagram of the organs in the digestive system
● Describe the function of the digestive system ● Describe and explain some of the adaptations of the digestive system and link these to diffusion |
| Digestive bacteria | 6
Organs of the digestive system and their adaptations |
● Explain why digestion is necessary
● Label the organs of the digestive system and describe their function ● Explain the importance of gut bacteria ● Describe how the intestines are adapted for their function |
| What is an enzyme? | 7
Enzymes |
● Describe the action of the enzymes in the digestive system
● Explain the results of the ‘model gut’ experiment ● Evaluate the model |
| 8
Effect of temp on enzyme |
● Identify variables to change, measure and control to test a hypothesis
● Draw a table to record results ● Draw a conclusion from results obtained |
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| Food tests | 4
Carbohydrates |
● Describe the difference between the two carbohydrates
● Describe how to test for starch and sugar and their positive result ● Work safely to carry out chemical tests for the presence of starch and sugar and record the results |
| 5
Protein |
● Describe the chemical test for protein and fat and their positive results
● Safely carry out the tests for protein and fat and record the results ● Use the results collected to draw conclusions |
|
| Drugs | ● | |
| Alcohol | 7
Effects of alcohol (9BB Biological systems and processes) |
● Describe the effects of alcohol on the body and behaviour
● Describe the effects of alcohol on health and the developing foetus ● Display secondary data appropriately |
| Tobacco | 6
Effects of smoking (9BB Biological systems and processes) |
● Describe the effects of cigarettes on the tissues of the lungs and on gaseous exchange
● Describe and explain the impacts on the health of smokers and their unborn babies ● Describe trends in secondary data |
| 9
Digestion and nutrition revision |
Review 1
● Recall key terms, definitions and structures related to digestion and nutrition ● Use scientific language accurately to correct statements ● describe how temperature affects enzyme activity |
|
| 10 | Assessment | |
| 11 | Review 2 |
UNIT 5- BIOENERGETICS (OAK- 9BP PLANTS AND PHOTOSYNTHESIS)
https://teachers.thenational.academy/units/cell-biology-ft-48e9
| ATLP | Lesson number/title | Core content |
| Photosynthesis and the leaf | 2
Photosynthesis |
● Identify the reactants and products of photosynthesis
● Describe photosynthesis using a word equation ● Interpret and draw conclusions from data |
| 5
The leaf |
● Describe how leaves are adapted for their function
● Use a microscope correctly to observe stomata ● Explain how features enable the leaf to do its job |
|
| Plant minerals | ||
| Uses of glucose | 3
Uses of Sugar |
● Identify hazards and risks and suggest appropriate ways to reduce the risks
● Make observations and describe results ● Draw conclusions from results related to photosynthesis |
| Aerobic respiration | ||
| Anaerobic respiration | ● | |
| Plants and algae and their affect on the atmosphere. | 7
Carbon cycle |
● Describe how carbon dioxide and oxygen levels have changed over the Earth’s history
● Explain how plants have affected the levels of oxygen and carbon dioxide in the atmosphere ● Describe and explain recent human activities that are affecting carbon dioxide levels. |
| Chemosynthesis | ||
| The circulatory system | ||
| The respiratory system | 12
Organs of the respiratory system (7BC Cells, tissues and organs) |
● Label the parts of the respiratory system
● Describe the path oxygen takes into the blood ● Describe the adaptations of the breathing system to allow efficient diffusion |
| 13
Breathing (7BC Cells, tissues and organs) |
● Describe the composition of the air we breathe in and out
● Explain the results of an experiment to prove the differences ● Collect, display and process data with good resolution and process it appropriately |
|
| 3
Adaptations of respiratory system |
● Describe the function of the structures in the respiratory system
● Describe, using knowledge of diffusion, how gases are absorbed from the alveoli into the bloodstream ● Explain how alveoli are adapted for their function |
|
| Exercise | 5
Effects of exercise and respiration (9BB Biological systems and processes) |
● Describe the effects of exercise on the respiratory system
● Explain the effects of exercise on the respiratory system ● Compare aerobic and anaerobic respiration |
| Respiratory system issues | ||
| Revision | 9
Plants and photosynthesis revision |
Review 1
● Recall key terms, definitions and structures related to biological systems and processes ● Use scientific language accurately to correct statements ● Review and consolidate knowledge |
| 10 | Assessment | |
| 11 | Review 2 |
UNIT 6- GENETICS AND EVOLUTION
https://teachers.thenational.academy/units/biological-systems-and-processes-bf5a
https://teachers.thenational.academy/units/ecological-relationships-and-classification-b523
https://teachers.thenational.academy/units/reproduction-and-variation-f60f
| ATLP | OAK- Lesson number/title | OAK- Core content |
| Variation | 8
Variation between species (7BR reproduction) |
● Explain what is meant by a ‘species’
● Give examples of continuous and discontinuous variation ● Collect and display data on variation, explaining the choice of graph |
| 9
Variation within a species (7BR Reproduction) |
● Use and explain a simple model to represent sexual reproduction
● Compare chromosome content in body cells and gametes ● Explain why sexual reproduction leads to variation |
|
| Genetic material | 8
DNA (9BB biological systems and processes) |
● Define the term DNA, gene and chromosome
● Describe the work of Franklin, Wilkins, Watson and Crick ● Create a model of DNA |
| DNA model | ||
| Genetics | 9
Inheritance (9BB biological systems and processes) |
● Use genetic terms correctly
● Draw a simple Punnett square to show inheritance ● Determine the probability of offspring displaying a particular characteristic |
| The differences between species | 6
Classification (8BE Ecological relationships and classification) |
● Name the main features of the five chordate groups
● Classify organisms given appropriate information ● Explain the basis of the Linnaeus classification |
| Competition and adaptations | 7
Competition (8BE Ecological relationships and classification) |
● Suggest things organisms may compete for
● Describe ways in which organisms are adapted to be better competitors ● Explain how these adaptations help them survive in given conditions |
| Natural selection | 8
Natural selection (8BE Ecological relationships and classification) |
● Describe ways in which organisms may vary within a species
● Explain why some organisms within a species are better adapted to their environment ● Explain why genetic variation within a species can drive natural selection |
| Darwin | ||
| Extinction | 9
Evolution evidence (8BE Ecological relationships and classification) |
● Describe evidence for evolution
● Explain how the evidence supports the evolution theory ● Describe the changes that can lead to extinction |
| Biodiversity | 10
Biodiversity (8BE Ecological relationships and classification) |
● Describe the importance of biodiversity
● Describe some of the methods being employed to maintain biodiversity ● Explain how some scientific methods will support maintaining biodiversity |
PHYSICS
UNIT 1: ENERGY 2
https://teachers.thenational.academy/units/energy-0b08
| ATLP | OAK- Lesson number/title | OAK- Core content |
| Energy resources project. | 13
Finite energy resources |
● Describe how fossil fuels are formed
● Describe how electricity is generated in a fossil fuel power station ● Explain advantages and disadvantages of fossil fuel use |
| Wind turbine project 1 | 14
Renewable energy resources |
● Define renewable energy resources and give examples
● Describe how renewable sources produce electricity using energy transfers ● Describe the advantages and disadvantages of different renewable energy sources |
| Wind turbine project 1 | ||
| Wind turbine project 1 | ||
| Power | 9
Energy and power |
● Explain the relationship between energy and power.
● Convert given between watts and kilowatts and hours and minutes ● Use the equation p=e/t to calculate power |
| Rearranging the power equation. | ||
| Power in a kettle. | 10
Power in the home |
● Convert between units for power, time and units
● Calculate how much energy devices transfer from their power rating and the time of operation ● Calculate the costs of running home appliances |
| Revision and assessment. | 15
Energy Revision |
· Review 1 |
UNIT 2- ELECTRICITY 2
https://teachers.thenational.academy/units/electricity-and-magnetism-ab64
| ATLP | OAK- Lesson number/title | OAK- Core content |
| Static electricity | 7
Static electricity |
● Describe what is meant by static electricity
● Describe how objects can become charged ● Describe how the charge can produce a force between charged objects |
| Generating electricity | 13 7PE energy
Finite energy resources |
● Describe how fossil fuels are formed
● Describe how electricity is generated in a fossil fuel power station ● Explain advantages and disadvantages of fossil fuel use |
| The national grid | ||
| Resistance | 5
Resistance |
● Investigate the relationship between current, pd and resistance
● Use data collected to inform a conclusion ● Use an equation to calculate current, pd or resistance |
| Resistance investigation | 6
Resistance investigation |
● Identify variables to change, measure and control
● Collect and display results appropriately ● Describe and explain the effect of length of wire on resistance |
| Resistance results | ||
| Electrical safety | ||
| Wiring a plug | ||
| Assessment | 12
Electricity and magnetism revision |
Review 1 |
| 13 | Assessment | |
| 14 | Review 2 |
UNIT 3- WAVES 1
https://teachers.thenational.academy/units/sound-waves-0e79
| ATLP | Lesson number/title | Core content |
| Types of wave | 1 (9PS)
Sound waves |
● Label the main features of a wave diagram
● Compare light and sound waves ● Describe what happens when waves meet |
| Light waves | 8 (8PL)
Spectrum of light |
● List the colours of the visible spectrum.
● Describe how white light can be dispersed to give a range of different colours ● Explain why we see objects as a particular colour. |
| The eye | 6(8PL)
The eye |
● Label the parts of the eye
● Use ray diagrams to show how images are formed in pinhole cameras and the eye ● Describe how an image is formed and how we see |
| Colour | 9(8PL)
Colours |
● Describe and explain how coloured filters change white light.
● Predict the colours of coloured objects in coloured light ● Apply knowledge to a range of exam questions |
| Sound waves | 1(9PS)
Sound waves |
● Label the main features of a wave diagram
● Compare light and sound waves ● Describe what happens when waves meet |
| Loudness and pitch | 2(9PS)
Pitch and loudness |
● Describe how pitch and loudness of sounds are determined
● Interpret oscilloscope traces ● Describe what happens when sound meets a surface |
| The ear | 4(9PS)
Hearing |
● Describe how sounds are heard
● Explain what is meant by ‘hearing range’ and how this differs with age and in different animals ● Measure the loudness of common sounds using appropriate units |
| Radiation | 6 (7PE)
Radiation |
● Explain how heat is transferred by radiation
● Explain everyday observations using an understanding of absorption and emission of radiation ● Apply knowledge of conduction, convection and radiation to questions. |
| 7
Radiation practical |
● Write a hypothesis to test based on information about radiation
● Identify variables to change, measure and control to test the hypothesis ● Draw conclusions from evidence collected ● Identify sources of error in the investigation and suggest improvements |
|
| Assessment | Review 1/2 and assessment from 8PL and 9PS units. | |
Spanish
| ATLP Spanish Curriculum – Year 8. Autumn Term:
Narrative for this unit of work
Following on from their ‘exchange trip’ to Malaga, students and their families are now moving to Barcelona in Spain. During this unit of work, they will learn language to be able to – understand what different regions in Spain have to offer – understand descriptions about Barcelona and how to get around the city – choose a place to live with their family and subsequently arrange trips out and about in their new hometown.
|
Oak National Academy Lessons – KS3 Spanish
The year 7 and 8 Spanish lessons on the Oak National academy website follow the NCELP year 7 / year 8 scheme of learning. This scheme of learning places phonics, vocabulary and explicit grammar teaching at its core without any reference to a specific theme. There are no lessons which directly match the thematic content of the ATLP Yr 7 Spanish curriculum. However, there are a number of year 7 Spanish lessons which introduce and offer structured practice in the grammatical concepts introduced within the ATLP scheme of learning. These lessons will feel different in their approach to the format of ATLP lessons but they will offer structured practice of core grammatical concepts giving students an opportunity to reinforce and at times extend their understanding whilst also seeing how the language they have learnt in school can be applied in other contexts. These lessons will need to be supplemented with KO and retrieval grid work. |
| Where shall we live in Spain? Hay + article and noun v.s no hay + noun (no article) Use of superlative |
Year 7 Spanish Unit 2. Saying what there is around you (using ‘hay’) Part 1. This lesson introduces ‘hay’ with indefinite articles. https://classroom.thenational.academy/lessons/saying-what-there-is-around-you-using-hay-part-12-61j3ec Year 7 Spanish Unit 2. Saying what there is around you and describing it Part 1. In this lesson we revise the use of ‘hay’ and ‘tiene’ to say what there is around us and use ‘ser’ (‘es’ and ‘son’) and adjectives to describe places. |
| 2. What is my new town like? Adjectives: agreement Modal verbs: poder, deber Comparative Negatives |
Year 7 Spanish Unit 2. Describing a place (Part 1/2)
In this lesson we will describe a place, using the singular and plural definite articles, and we will practise pronouncing the ‘j’ sound. Year 7 Spanish Unit 2. Describing a place (Part 2/2) In this lesson we will describe a variety of places, using singular and plural definite articles, as well as singular and plural adjective endings. |
| How do I get around Barcelona? Near future tense
|
Year 7 Spanish. Unit 6. Describing future plans
In this lesson we learn how to describe using future plans using the verb “ir” |
| What are Spanish houses like?
Adjectival agreement Prepositions (en / cerca de) Negatives: hay + article v.s no hay w/out article. Possessive |
No Oak Content |
| How do I plan a day trip to Cosmo Caixa?
Adjective agreement. Modal verbs |
Year 7 Spanish. Unit 6. Saying what people can, must and want to do
In this lesson we revise what people can, must and want to do, using the 3rd person singular forms of the verbs ‘querer’, ‘deber’ and ‘poder’, and learning the 3rd person plural form. https://classroom.thenational.academy/lessons/saying-what-people-can-must-and-want-to-do-6mupad |
| Can I write a letter home to my friends about my experiences? (Preterite tense) | No Oak Content currently available. |
| How do I buy presents at a Christmas market? (transactional Vocab + Culture) Indefinite and articles |
No Oak Content currently available. |
| GUIDE | DOWNLOAD |
|---|---|
| ENGLISH | |
| Home Study Folder | Year 8 English Home Study Folder |
| Work pack 2 | Advertising Booklet |
| MATHS | |
| Essential Skills 1-4 (MyMaths work to be complete in addition to Essential Skills)
Additionally, use My Maths ‘lessons’ to support understanding of Mix-Essential-Skills. (MAR 20) |
Essential Skills 1 |
| Essential Skills 2 | |
| Essential Skills 3 | |
| Essential Skills 4 | |
| Four Rules of Fractions (MAR 2020) | Four Rules of Fractions |
| Angle Facts (MAR 2020) | Angle Facts |
| Four Operations with Decimals (MAR 2020) | Four Operations with Decimals |
| Polygon Angles (MAR 2020) | Polygon Angles |
| Ratio Pret Homework (MAR 2020) | Ratio Pret Homework |
| Solving Linear Equations (MAR 2020) | Solving Linear Equations |
| Triangles and Parallelograms (MAR 2020) | Triangles and Parallelograms |
| Revision topic list Spring term (DEC 19) | Revision topic list Spring term |
| KS3 Spine ALGEBRA (APR 20) | PiXL Spine Mats MATHS Algebra |
| KS3 Spine Geometry (APR 20) | PiXL Spine Mats MATHS Geometry |
| KS3 Spine MEASURE (APR 20) | PiXL Spine Mats MATHS Measure |
| KS3 Spine MEASUREMENT (APR 20) | PiXL Spine Mats MATHS Measurement |
| KS3 Spine NUMBER (APR 20) | PiXL Spine Mats MATHS Number |
| SCIENCE | |
| Home Learning (MAR 2020) | Home Learning 1 |
| Home Learning 2 | |
| Knowledge Organisers (MAR 2020) | Energy |
| Matter | |
| Genes | |
| Digestion & Breathing | |
| Waves | |
| Reactions | |
| Forces | |
| Eco System | |
| ART | |
| Art Home Study Folder | Year 8 Art Home Study Folder |
| Knowledge Organiser (MAR 2020) | Knowledge Organiser |
| Art Project (APR 2020) Work Pack 2 | Year 8 Art Project |
| CITIZENSHIP | |
| Creation Revision Booklet (APR 2020) Work Pack 2 | Creation Revision Booklet |
| COMPUTING | |
| Home Study Folder | Year 8 ICT Home Study Folder |
| DESIGN TECHNOLOGY | |
| Knowledge Organiser (APR 2020) | Knowledge Organiser |
| FRENCH | |
| French Knowledge Oraganiser (MAR 2020) | French Knowledge Oraganiser |
| French Speaking Country (MAR 2020) | French Speaking Country |
| GEOGRAPHY | |
| Home learning booklet (MAR 20) | Home learning booklet |
| Work Pack 2 | Maps |
| Work Pack 2 | Maps Questions |
| HISTORY | |
| Research Life In Nazi Germany Project (MAR 2020) | Research Life In Nazi Germany Project |
| Life In Nazi Germany Writing Task (MAR 2020) | Life In Nazi Germany Writing Task |
| History Work (APR 2020) Work Pack 2 | History Work Pack2 |
| MUSIC | |
| Music Festival Project (APR 2020) Work Pack 2 | Music Festival Project |
| Rhythms of the World (May 2020) | Rhythms of the World Passport Workbook |
| RE/CITIZENSHIP | |
| Activities (MAR 2020) | Activities |
| Knowledge Organiser 1 (MAR 2020) | Knowledge Organiser 1 |
| Knowledge Organiser 2 (MAR 2020) | Knowledge Organiser 2 |
| SPANISH | |
| Spanish Knowlege Oraganiser (MAR 2020) | Spanish Knowledge Oraganiser |
| Spanish Speaking Country (MAR 2020) | Spanish Speaking Country |
| SPORT/PE | |
| Home Learning | Year 8 PE Home Study Folder |
| PE Circuit Training Booklet (APR 2020) Work Pack 2 | Circuit Training Booklet Yr8 |
