Exceptional Education at the Heart of the Community

Year 8

Home based learning

With respect to learning outside the Academy, students should expect to receive at least 30 minutes of homework per subject per week. With 12 subjects, this means students should spend at least 6 hours each week investing in learning at home. The purpose of homework is to support prior learning in lesson and/or prepare for learning to happen in future lessons. It is also intended to support students in learning the skills of time management, independent study and self-direction. In the event that students do not have set homework tasks, it is our expectation that they are investing the equivalent time to learn, for example by memorising their knowledge organisers.

Marking and feedback

In terms of marking and feedback, students can expect regular and ongoing verbal feedback from teachers, as well as opportunities for peer and self-assessment. Our staff will also use a combination of whole class feedback, individual written comments and assessment marking in order to support students in realising improved academic outcomes. We recognise the distinction between practicing the acquisition of new content and development of skill and bringing both these elements together for performance in formal assessment. For this reason, it is only in the case of the latter that students are likely to receive marks, or a grade. 

By clicking on the links below, you can access further subject specific information about course content, additional guidance about homework and feedback, as well as detail about support for independent learning.

Subject Guides

Art

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Artist and culture research. Building on prior learning of drawing skills Tonal drawing,  mark making and media experiments Design ideas and media experiments Final outcomes and exploration in 3D materials Workshop based media exploration Workshop based media exploration and  embellishment of final pieces

Statement of Intent

By the end of KS3 students should have a broad knowledge of the formal elements of Art. Students will have experience of working in a variety of mediums, techniques and processes which are all the foundation skills for developing a portfolio for GCSE. Students will understand how contextual studies feed into the 4 assessment objects.

Home based learning

Students will receive one HW every three weeks. These will either be an activity or 30 mins revision for a test.

Marking and feedback

In addition to regular in class feedback, students can expect one piece of formal written feedback termly.

Knowledge Organisers

Independent learning support

Drama

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Juvenile Crime

Spies and Secrets

Pop Culture and TV Our Day Out Sparkleshark Jo and Warden X

Statement of Intent

A Year 8 Drama student can perform short scripted and devised performances from different stimuli. They can use elements of Brecht’s and Stanislavski’s ideas, but they will not know that these ideas belong to these Practitioners.  They can sustain the role in performance and perform a range of roles using some movements, gestures and vocal expression. They can name all 4 of the stage types and can use them in performance while recognising the strengths and weaknesses of each.  They include relevant dramatic techniques to enhance their performance and can explain why they have included the chosen techniques. They can read and explore scripts and recognise some theatrical devises used in script writing. They can verbally evaluate their own and others work using key drama words and can respond to feedback to improve their performance. They can write brief written evaluations setting targets and stating ways to develop their own performance.

Home based learning

Preparation homework set when necessary at least once a term to be tested through in class starter/ plenaries/ end of term assessments.

Marking and feedback

Written feedback will be received through the use of progress trackers which record all practical achievement. Verbal feedback will be given during practical lessons for work in progress. Whole class feedback will be given after assessments with common mistakes identified. This will be evidenced through the end of year exams.

Knowledge Organisers

Independent learning support

English Language and Literature

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

English Mastery - x3 lessons Literature Sherlock Holmes (Topics include: Victorian Society; the detective genre; duality; periodicals)  x2lessons of Expressive Writing 

English Mastery - x3 lessons Literature Sherlock Holmes with a formal written assessment this term (Topics include: Victorian Society; the detective genre; duality; periodicals)  Formal Assessm  x2lessons of Expressive Writing 

English Mastery - x3 lessons Literature Shakespeare's The Tempest (Topics include: The Elizabethan Age of Exploration; colonialism; nature / nurture; the form of a comedy; subplots; soliloquy and monologue, Italian city-states)    x2lessons of Expressive Writing  English Mastery - x3 lessons Literature Shakespeare's The Tempest with a formal written assessment this term (Topics include: The Elizabethan Age of Exploration; colonialism; nature / nurture; the form of a comedy; subplots; soliloquy and monologue, Italian city-states)    x2lessons of Expressive Writing  English Mastery - x3 lessons Literature Orwell's Animal Farm     x2lessons of Expressive Writing English Mastery - x3 lessons Literature Orwell's Animal Farm with a formal written assessment this term (Topics include: )    x2lessons of Expressive Writing 

Statement of Intent

Our Key Stage 3 curriculum teaches students to speak, read and write fluently and confidently so that they can engage fully with the world around them. During Key Stage 3, students study a wide range of classic and challenging literature, including: Victorian novels, poetry and three of Shakespeare's plays. They learn to appreciate the links between texts and their historical and social contexts e.g. an understanding of what life was like for Victorian children. F Scott Fitzgerald once stated that Literature teaches us that, 'Your longings are universal longings, that you're not lonely and isolated from anyone. You belong.” The intention of our KS3 curriculum is, in part, to demonstrate this, to foster a love of reading and discussion, thus preparing students well for more challenging texts at GCSE and beyond. As well as learning to craft literary essays, students will also focus specifically on the quality of their written grammar and punctuation. They will work incrementally through collection of units entitled, 'Mastery Writing'. The intention is that our students secure the written skills needed to communicate their thoughts, opinions and views clearly. 

Home based learning

Revision for SPAG and spelling tests. Independent reading/writing tasks.  

Marking and feedback

Where appropriate, written feedback in books. Whole class feedback on written tasks. Verbal feedback given during lessons. Grading of end of year exam.  

Knowledge Organisers

Independent learning support

Food Technology

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Health and Safety, bacteria and bread → Section 2: Principles of Nutrition → Section 3: Diet
and Good Health
→ Section 1: Commodities → Section 5: Where food Comes From → Section 6: Factors Affecting Food Choice

Statement of Intent

By the end of KS3 students in Food and Nutrition will be able to independently follow a recipe, allowing them to plan and produce and range of sweet and savoury dishes from the UK and the rest of the world. Students will know about the importance of the Eatwell Guide and how it allows them to have a healthy, balanced diet. In addition they will be aware of the health consequences that result from a poor diet or a failure to follow the Eatwell Guide. Students will know about the main nutrients needed in our diets, their sources and functions as well as the health consequences of failing to include them in our diets. Students will be aware of different dietary needs and choices of individuals, and the religious, medical or ethical reasons for such choices. They will be aware of where food comes from and how our food choices have an impact on the environment and society.

Home based learning

Bi-weekly. 
Sourcing ingredients. 
Completing a task for the starter in a lesson. Either based on learning from previous lesson, or pre learning based on KOs. Peer assessed as appropriate.

Marking and feedback

Whole class feedback given during practical lessons. 
1 Practical assessed per Assessment Point with improvement points identified. 
1 piece of written work given feedback

Knowledge Organisers

Geography

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

The Restless Earth

Development

Rivers and Flooding Urban Settlements Future Issues Revision and Urban Earth

Statement of Intent

We aim to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching will equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes and the interactions between them. Finally we want students to be worldly citizens who are aware and have control over the future of our planet Earth.

Home based learning

Students will be expected to spend time on 1 or 2 occasions each half term. This will include a range of tasks such as revision, quizzing and consolidation of knowledge.

Marking and feedback

In addition to regular in class feedback, students can expect one piece of formal written feedback in preparation for or following assessments.

Knowledge Organisers

History

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

The Slave Trade: Why did the slave trade rise and fall in 300 years? The Industrial Revolution: Why was ordinary life changing between 1745-1901? World War I: How should the First World War be remembered? 20th century conflict: Why did war break out in Europe in 1939? The Holocaust: How did the Holocaust happen? The 'British' people: How has immigration changed Britain?

Statement of Intent

I am a historian. I see the present in the context of the past. I respect the people in the past and begin to understand them on their own terms. I have the ability to use information critically no matter the source. I can apply this and interpret the news media,  books or even conversations. I am able to see both sides of a given situation and construct effective arguments for either side. I can communicate effectively in a wide range of forms and situations. I am able to present information, analyses and interpretations in a well informed and balanced manner. I can work independently and  equally as well as part of a group. As a historian, I have an appreciation of historical empathy and understand my own place within a larger human story which goes beyond the British Isles.

Home based learning

Students will be expected to use their knowledge organisers (along with any other appropriate resources) to revise for knowledge recall tests.

Marking and feedback

In addition to regular in class feedback, students can expect one piece of formal  feedback following an assessment.

Knowledge Organisers

Independent learning support

  • Making Sense of History 1745-1901 Textbooks
  • Making Sense of History 1901-present day Textbooks

Mathematics

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Prime numbers and fractions Sequences and constructions Measurements and percentages Ratio and graphs Rounding, accuracy and circles Properties of 3D shapes, revision

Statement of Intent

When students arrive at OAJW in Year 7, we want to bring together the key ideas from primary school and develop them by problem solving, as well as practicing the key methods. We want our students to explore the reasons why and how the mathematics we use works. By a variety of talk tasks, independent work and problem solving, we aim that students will be prepared for KS4 and also ready for the challenges of test and exam style questions

Home based learning

Students will be set weekly tasks or revision from HegartyMaths.

Marking and feedback

Students will receive immediate feedback from HegartyMaths, and have one formal assessment marked with personalised intervention after each topic. Students will have regular 'low stakes quizzes' with marks recorded by teachers.

Knowledge Organisers

Independent learning support

Music

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

20th Century Art Music

Film Music

Jazz & Blues Musical Theatre Popular Music - Song Writing / Projects Popular Music - Song Writing / Projects

Statement of Intent

A Year 8 Music student has accessed all elements of Music; Performing, composing and listening. A year 8 student can play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. They can improvise, compose and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions [World Music, Jazz and Blues, Film Music, Pop Music, Rock Music, Western Classical Music]. Students can read and use traditional staff notations in the treble clef appropriately and accurately in a range of musical styles, genres and traditions [Rhythm and Pulse, Musical Theatre, World Music, all lessons that use keyboards]. Students’ access alternative scores through rhythm grids and when using garage band they use the matrix editor and score window. Lessons cover the elements of music encouraging students to use these elements expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. Students will listen with increasing discrimination to a wide range of music from great composers and artists develop a deepening understanding of the music that they perform and to which they listen, and its history and context. 

Home based learning

Homework will be set at least once per topic and will be assessed through end of term assessments.

Marking and feedback

Written feedback will be received through the use of progress trackers which record all practical achievement, listening achievement will also be included when appropriate (not every term). Verbal feedback will be given during practical lessons for work in progress. Whole class feedback will be given after listening assessments with common mistakes identified. This will be evidenced through the end of year exams.

Knowledge Organisers

Independent learning support

Physical Education

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Theory- Antagonistic pairs and function of long bones

Sports that groups may participate in at different points throughout the year:
Rugby, football, netball, basketball, handball, table tennis, gymnastics, fitness, badminton, athletics, tennis, rounders, cricket.
Theory-  Antagonistic pairs and function of long bones

Sports that groups may participate in at different points throughout the year:
Rugby, football, netball, basketball, handball, table tennis, gymnastics, fitness, badminton, athletics, tennis, rounders, cricket.
Theory- Methods of training

Sports that groups may participate in at different points throughout the year:
Rugby, football, netball, basketball, handball, table tennis, gymnastics, fitness, badminton, athletics, tennis, rounders, cricket.
Theory- Methods of training

Sports that groups may participate in at different points throughout the year:
Rugby, football, netball, basketball, handball, table tennis, gymnastics, fitness, badminton, athletics, tennis, rounders, cricket.
Theory- Effects of diet, activity levels, work,  rest and sedentary lifestyles

Sports that groups may participate in at different points throughout the year:
Rugby, football, netball, basketball, handball, table tennis, gymnastics, fitness, badminton, athletics, tennis, rounders, cricket.
Theory- Effects of diet, activity levels, work,  rest and sedentary lifestyles

Sports that groups may participate in at different points throughout the year:
Rugby, football, netball, basketball, handball, table tennis, gymnastics, fitness, badminton, athletics, tennis, rounders, cricket.

Statement of Intent

Students develop an understanding of what it means to lead a healthy, active life.
Students enjoy being physically active for sustained periods of time, and do so with confidence.
Students develop the ability and desire to form lifelong links with physical activity.
Students build character through physical activity and develop a range of values such a fairness, respect and sportsmanship.
Students develop competence in a broad range of physical activities:
Y7: knowledge & skills linked to technique
Y8: application of knowledge & skills linked to tactics and decision making.

Home based learning

Revision homework set once per topic area (3 times throughout the year).

Marking and feedback

Written feedback 3 times a year with a DIT task (one on each of the 3 topic areas in their booklets).

Knowledge Organisers

Religious Studies

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Introduction to Ethics

Moral Code

Medical Ethics Evil and Suffering Evil and Suffering Revision

Statement of Intent

At Key Stage 3, students will be learning from and about religion, so that they can understand the society around them. Throughout Religious Studies, students will develop their knowledge of the world faiths, and their understanding and awareness of the beliefs, such as atheism and humanism, values and traditions of other individuals, communities and cultures. Developed learners’ in Religious Studies will have the ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of the subject. Students will be provided with opportunities to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life. They will be challenged to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt.

Home based learning

Students will be expected to use their exercise books and knowledge organisers (along with any other appropriate resources) to revise for knowledge recall tests and assessments. 

Marking and feedback

In addition to regular in class feedback, students can expect one piece of formal written feedback following an assessment.

Knowledge Organisers

Science

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

B2.1 Ecosystems
C2.1 Periodic Table
P2.1Electricity and Magnetism
B2.1 Ecosystems
C2.1 Periodic Table
P2.1Electricity and Magnetism
P2.2 Energy
B2.3 Adapations
C2.2 Searating Techniques
P2.2 Energy
B2.3 Adapations
C2.2 Searating Techniques
P2.3 Motion and Pressure
B2.3 Adaptation and Inheritance
C2.3 The Earth
P2.3 Motion and Pressure
B2.3 Adaptation and Inheritance
C2.3 The Earth

Statement of Intent

At Oasis Academy John Williams we design and deliver high quality Science lessons covering core knowledge of Biology, Chemistry and Physics. We aim to inspire the scientists of tomorrow with a sense of excitment and curiosity to explain and predict how the workd works. We allow students to experience knowledge using a range of practical and application techniques during lessons ensuring we engage all learners in developing their understanding in nature, processes and methods of science 

Home based learning

Key Knowledge given every lesson to use as revision for in-class assessment every 3 lessons.

Marking and feedback

A mixture of classwork or homework marked once per topic (roughly once every two weeks.)

Knowledge Organisers

Spanish

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Expressing Interests

Expressing Interests

Gastronomy Gastronomy Spanish for Travel Spanish for Travel

Statement of Intent

READING - Students will be able to use strategies to work out the meaning of unknown words. They will understand short texts on topics studied understand and respond to written language from a variety of authentic sources. read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into Spanish. 

WRITING - Students will be able to write short texts using extended sentence They will write in various text forms, including dialogue and descriptive texts.

LISTENING - Students will be able to identify key words and hypothesise meaning using strategies. They will be exposed to song and authentic texts to hypothesis meaning and identify key points and gist  to obtain information and respond appropriately

SPEAKING - Students will speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, They will  continually improve the accuracy of their pronunciation and intonation. They will  initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address, express and develop ideas clearly and with increasing accuracy, both orally and in writing"

Home based learning

Learn for vocabulary tests or complete set exercises on Vocab Express.

Marking and feedback

In addition to regular in-class feedback, students can expect one piece of formal written feedback termly. 

Knowledge Organisers

Independent learning support

To find out more about our curriculum, please contact the Academy.