^Autumn

^Spring

^Summer

^English

^{Magazine Project}

^{The Iron Man}

^Cats

^{Harry Potter}

^{To develop students’ understanding of media and non-fiction texts.  Through research, students will work to develop their knowledge of content, layout and audience in relation to teenage magazines.}

^{To work as part of a team to produce their own teenage magazine.  They will have to consider the audience, content and layout.}  

^{The aim of this module is to give students the opportunity to explore the narrative of the ‘The Iron Man’ focusing on identifying main characters and key moments in the story as well as taking part in discussion of key themes. Students will use this unit to develop their writing skills and understanding of the use of language through a variety of tasks.  Students will use an abridged version of the story (with additional picture cues) to increase their reading skills through a variety of tasks.  In addition, speaking & listening opportunities in this module will include drama work as well as discussion of what has happened, and prediction of what might happen next.} 

^{To introduce students to the skills required to understand and interpret poetry.  In addition, to focus on introducing students to basic poetic devices and terminology.  Students will also take part in a research project on ‘cats’. Students will then work to use what they have learnt to create their own cat character and produce their own poem (acrostic or verse).  Finally, students will take part in a drama piece as their character to explore what happens when the characters meet.}

^{The aim of this module is to explore the first book in the Harry Potter series called ‘The Philosopher’s Stone’. Students will be taking part in a range of activities to help them develop their thinking on the issues that are raised in the story.  Speaking & Listening, Reading, and Writing tasks will allow students to develop their comprehension skills and understanding of the story.}

^{Reading Intervention}

^{Reading Intervention occurs each morning and entails a combination of group, pair and individual reading as well as focusing on writing, communication and comprehension. Pupils learn in different ways and this is reflected in how we offer Reading Intervention.  We run class based phonics programs and reading schemes (Rapid Readers). Please contact the pupils form tutor for more personalised information.}

^{Signing and Communication}

^{Revise Core Skills}

^{Healthy Lifestyle}

^{Healthy Lifestyle}

^{Active Lifestyle}

^Animals

^{Pets, Farm and Working}

^Animals

^{Wild Animals, Hot and Cold Places}

^{My Pet}

^{(for Hogwarts)}

^{Signing & Communication lessons aim to enhance students' communication skills, broaden their vocabulary as well as build and embed their ability to use language in a socially meaningful way. The 'Communication' element focuses on individual PLIM targets: 'Signing' refers to Signalong, the modern language we study, which supports students to have the skills to communicate effectively with others both in school and the wider community.  All students work to gain accreditation for these skills in Key Stage 4, taking this learning journey further in Key Stage 5 as one of the options offered.}

^{To support students to develop their Speaking, Listening and Social Communication skills through a variety of tasks and activities designed to enhance their communication skills, broaden their vocabulary, build and embed the student’s ability to use language in a socially meaningful way. The key aim is to support students to gain confidence, relevant skills and a desire to communicate with others and provide language for life and learning.} 

 ^{For Year 8 students to build on core signing and communication skills gained in Year 7 to support life and learning focusing on developing greater confidence, independence and clear comprehension.}

^Maths

^Number

^Measure

^Number

^Geometry

^Number

^{Statistics/ Measure}

^{Place Value and Fractions}

^{Money and Time}

^{Addition and Subtraction}

^{Shape, Position and Direction}

^{Multiplication and Division} 

^{Data and Information}

^{Length, Height, Weight, Capacity and Temperature}

^{Religious Education}

^Christianity

^{The Old Testament}

^Hinduism

^Judaism

^{In this topic students will be given the opportunity to explore the stories and meaning behind the Christians Bible and Old Testament teachings. Students will be encouraged to share their own beliefs, experiences and knowledge alongside any stories they know or have been told that teach us how to be kind, considerate and good members of our community. Students are encouraged to explore where Christianity fits within our shared cultures, countries of origin and communities.}

^{Students are given an overview of the ideas of the Hindu beliefs in God, the Hindu teachings, festivals and celebrations and their place of worship. Students will be given the opportunity to compare their studies of Hinduism alongside their own beliefs, experiences and knowledge. Students are encouraged to explore where Hinduism fits within our shared cultures, countries of origin and communities.} 

^{Students are given an overview of the ideas of the Jewish beliefs in God, the Jewish teachings, festivals and celebrations and their place of worship. Students will be given the opportunity to compare their studies of Judaism alongside their own beliefs, experiences and knowledge. Students are encouraged to explore where Judaism fits within our shared cultures, countries of origin and communities.} 

^History

^{English Civil War}

^{The Great Fire of London}

^{Victorian Schools}

^{Victorian Britain}

^{Many parallels can be drawn between the English Civil War and the present day. The English Civil War poses questions over the sovereignty of Parliament, the role of Britain in Europe, and the relationship between England, Scotland, Wales and Ireland. The English Civil War laid the foundations for modern monarchy-government relations. By studying the English Civil War students have an opportunity to understand the history of their country and how it shaped the nation. Learning about the English Civil War gives our pupils an understanding of how important government is and what people had to do to ensure a fairer society.}

^{During these lessons we are going back to 1666 and the era of the Stuarts as the pupils find out about the Great Fire of London and the effect it had on the people of the time. They will find out when, where, how and why the Great Fire happened, and explore how we know about it through the diary of Samuel Pepys and other sources. During these lessons pupils can build empathy and make comparisons to modern day life.}

^{Journey back to the Victorian era as your class discovers what life would have been like for them if they had been born in the 19th century. These lessons will soon have your pupil comparing their modern lifestyles to the lifestyles of both poor and rich Victorian children and gives them the chance to find out a wealth of information about different aspects of life for people in Victorian Britain. The period of Queen Victoria's reign, from 1837 until her death in 1901 was marked by sweeping progress and ingenuity. It was the time of the world's first Industrial Revolution, political reform and social change, Charles Dickens and Charles Darwin, a railway boom and the first telephone and the flushing toilet. Pupils will have the chance to find out what life was like for Victorian children.}

^{These lessons will soon have your pupil comparing their modern lifestyles to the lifestyles of both poor and rich Victorian children and gives them the chance to find out a wealth of information about different aspects of life for people in Victorian Britain. The period of Queen Victoria's reign, from 1837 until her death in 1901 was marked by sweeping progress and ingenuity. It was the time of the world's first Industrial Revolution, political reform and social change, Charles Dickens and Charles Darwin, a railway boom and the first telephone and the flushing toilet.}

^Geography

^{Frozen and Desert Landscapes}

^{Climate Change and Fragile Environments}

^{Hydrology, coasts and rivers}

^{Students will study Frozen and Deserts landscapes, which include hot and cold climates.} 

^{Students gain an understanding of the differences between these landscapes and their  locations. Students will understand how the human population has adapted to each landscape. Students will discover all the different animals that live in each landscape and how they have adapted.} 

^{Pupils to gain an overall understanding of Hot and Cold climates and then be able to give facts on each climate.} 

^{Students are given an overview of the meaning of the term climate and how it is influenced by location. Students will study how climate change is impacting our world.}

^{Students will also look at different environments and how they are affected.} 

^{Our learners will learn to understand rivers, their uses, features and effect on the environment. Our learners will get the chance to study the water cycle, find out how rivers are formed, explore the journey of a river from source to mouth, investigate why rivers are important and what they are used for, river pollution and its effects, as well as choosing a river around the world to investigate in depth.}

^{PSHCE and British Values}

^{RSE to be taught by the Form Tutor and Interventions appropriate to the pupils needs.}

^{Health and Lifestyle}

^{Medication Awareness}

^{Wider Community}

^{Active Roles and Responsibilities}

^{Active Citizen}

^{Health and Lifestyle}

^{Active Citizen - Caring for the Environment}

^{Wider Community - Talking History}

• ^{What having good road awareness means and how to stay safe.}

• ^{Who the Emergency services are and when to call them}

• ^{Who can help us in the community and where to go for support.}

• ^{The different jobs people do and what having a job involves.}

• ^{Spending decisions and why items might be cheaper than usual.}

• ^{To discuss and explore different sorts of lies that might be told to develop a deeper understanding of the different sorts of lies and their level of seriousness.}

• ^{To understand the basics of first aid -such as cuts, grazes, bumps, falls, burns, fainting.}

• ^{What to do in the event of an emergency and how to know it is an emergency.}

• ^{What we wear for different settings.}

• ^{To understand how to care for the environment.}

• ^{To understand what people did in the past.}

^Science

^Chemistry

^{Materials and their behaviour}

^{States of Matter}

^Chemistry

^{The Environment}

^{Earth and the Universe}

^Biology

^{Organisms, Behaviour and Health}

^Plants

^Biology

^{Organisms, Behaviour and Health}

^{Food Chains, Food Webs and Variation of Species}

^Physics

^{Electricity and Forces}

^{Energy and Magnets}

^Physics

^{Scientific Enquiry}

^Electricity

^{Students will have the opportunity to learn and extend their understanding of the health and safety in the Laboratory .This unit develops an understanding of the different properties of solids, liquids and gases, the water cycle,compounds and mixtures.  By using this knowledge they will go on to identify hazards in the laboratory,this also provides opportunities to introduce the methods of working in a science laboratory, which will differ from the science learning experience that most students will have had previously.To recall the three states of matter; To recognise properties of s,l,g using a simple model or analogy; know the particle arrangement in each.}

^{Students will have the opportunity to gain a deeper understanding of the  natural causes and the impact mankind can affect climate change. This includes the impact of human activity and the importance of biodiversity. This unit looks at ecosystems and the factors that affect them. This unit builds on work from Year 7 on the Solar System and looks at the Earth, including the seasons and the Earth’s magnetic field and gravity. It also looks at the Solar System and what is beyond the Solar System.}

^{Students will have the opportunity to further extend their learning and  understanding of the characteristics of living things.That cells are the fundamental building blocks of living things and that cells become specialised to suit their functions.The skeleton,the different  food groups and their importance in our diets. By using this knowledge they will go on to design a model of a human skeleton and design a healthy pack lunch.}

^{Students will further their  learning and understand what is meant by ‘species’ and that there is variation within the same species. This is an extension of what they have learnt from year 7. To extend their understanding about predator/prey  relationship and their adaptations.To recap and further their understanding on food chains and to understand how energy moves in food chains}

^{To gain further understanding of what is meant by the term 'stored energy’, and that different foods contain different amounts of stored energy.To understand that some materials transfer energy better than others.To explain how to tell when an electric circuit is complete and recall electrical components and symbols used in Science to identify them.}

^{To extend their understanding of how we hear sound and how the ear works and to recap knowledge of forces in context of magnets.}

^{Students will have the opportunity to learn and extend their understanding of the different  types of rock; and gain more understanding of how the rate of cooling affects the size of crystals formed.The will Investigate how sound is absorbed better by some materials than others.They will extend their learning from year 7 what they have learnt and  investigate floating and sinking by designing their own rafts and test to see which will hold the highest number of coins or weights.To make a solution,recall what dissolving means and investigate the variables that affect the rate of of dissolving.}

^{They will further their understanding of ‘ how Science works’ by carrying out a set of STEM investigations. The emphasis of KS3 is on practical and investigative work with a constant effort to relate what we teach to the world around them.}

^Computing

^{Cyberbullying and E Safety}

^{Online Safety Rules and Social Media}

^{Effective and Safe Online Internet Research}

• ^{What is cyberbullying and how to prevent it.}

• ^{Devices that can be used to cyberbully.}

• ^{Definitions of cyberbully, victim and bystander.}

• ^{Types of cyberbullying and scenarios.}

• ^{Who to report cyberbullying to and how it is dealt with at MHS.}

• ^{Passwords and how to make strong and effective passwords.}

• ^{Computer viruses and how to protect your devices including from spam emails and adverts on games.}

• ^{SMART internet safety rules.}

• ^{Personal information-what is it and who can we share it with.}

• ^{How to use the internet safely looking at specific scenarios including chatrooms and social media.}

• ^{Types of social media mainly WhatsApp, Instagram, Facebook and TikTok how we can stay safe using these apps.}

• ^{Scenarios of inappropriate social media use and how to behave appropriately on social media including age, privacy settings, talking to strangers etc.}

• ^{Fake news- what is it and how can we identify reliable websites and online sources of information.}

• ^{Digital footprints and why things can never be deleted online.}

• ^{Use technology purposefully to manipulate and retrieve digital content.}

• ^{Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about the internet or something they have seen online.}

• ^{Evaluate how reliable the information is they have found online.}

^{Resistant Materials}

^{6 weeks taught on alternative carousel with} 

^{Food Technology}

^{Exploring Materials} 

^{Wood and Metal}

^{Design and Make a Tealight}

^{Design and make a Wire loop steady hand game}

^{Book Ends Project}

^{This project is about metals ferrous and non ferrous . Students will learn the difference between these categories of metals and their characteristics. Students will learn about aluminium and how to bend and rivet it. They will also learn how to put a pattern in the aluminium. The project is a tea light holder and will be used to aid the learning.}

^{This Unit will re-introduce students to  electronic components and build on yr 7 in the way they can be used to form acircut and the development of soldering skills and design.}

^{This project is about Softwoods and manufactured wood boards  . Students will learn the difference between the different categories of woods including manufactured boards and their characteristics. Students will learn about MDF, and  Pine , and how to join it using a lap joint. They will also learn how to cut a complex shape and use an electric fretsaw.}

^{Food Technology}

^{6 weeks taught on alternative carousels with Resistant Materials}

^{Food Group} 

^{Fruit and Vegetables}

^{Cooking Skills}

^{Using Fruit and Vegetables}

^{Design and Make a Stir Fry Meal}

^{Students will be learning about fruit and vegetables this term. They  begin to gain an understanding of the importance and value fruit and vegetables have in our diet.  They will not only look into the nutritional value but how fruit and veg are grown. They have an opportunity to taste test exotic fruit and explore using their senses. They then go on to use a variety of fruit and veg to make different dishes where they can continue working on their culinary skills.}

^{Students will continue learning about the fruit and vegetables and practice their culinary skills whilst using these foods. Students will have an opportunity to also practice certain culinary skills to build on the confidence in the kitchen.  They will learn about seasonal foods and where these foods are sources. Students will also have theory based lessons on fats and oils. They will learn about the importance of this food group and the negative effects it may have if we have too much of it.}

^{Students will have the opportunity to learn and extend their understanding of the different food groups and their importance in our diets. They will be focusing mainly on Fruit and Vegetables. They will be looking further into how they are grown, the structure of plants and what is the difference between fruit and vegetables.  By using this knowledge they will go on to designing and make a Stir Fry Meal where they will explore the different healthy options, as well gain understanding of how to build their own balanced meal.}

^{Physical Education} 

^Basketball

^Gymnastics

^{Ball Skills}

^{Swimming (on carousel) - TBC}

^Football

^Panathlon 

^{Outdoor Walking}

^{Cross Country}

^Gymnastics

^{Ball Skills}

^{Swimming (on carousel) - TBC}

^Fitness

^Panthalon

^{Outdoor Walking} 

^{Cross Country}

^Rounders

^{Swimming (on carousel) - TBC}

^Tennis

^Athletics

^Cricket

^{The activities suggested vary in difficulty and teachers will select the appropriate ones for their group and differentiate accordingly. Learning within PE utilises spiral learning, so key concepts and skills are retaught each time to counter regression and then to increase difficulty.}

^Art

^{One term taught on alternative carousels with Dance and Art/Drama} 

^{Buildings, Shapes and Architecture}

^{The intention of this painting and 3D Making SoW is for pupils to develop awareness of the world around them and introduce them to a range of artist’s work and art styles which reflect some defining moments in modern Architecture and Design. Pupils are encouraged to make links between shapes, colours and styles of art and develop their ability to spot shapes and art styles in  buildings around them and their city. More able pupils will start to form links between types of materials used and construction and develop understanding of how art can be used for the purpose of building, design and Architecture. The intention is to  develop pupils' imagination and ability to describe the world around them.}

^Dance

^{One term taught on alternative carousels with Art and Art/Drama}

^{Jazz Dance}

^{The purpose of this project is for pupils to learn to perform dances using a range of movement patterns. This project focuses on the style and technique of Jazz dance and developing pupils' performance qualities. Students are taught two different Jazz choreographers, Bob Fosse and Jerome Robbins and how each of their styles shaped musical theatre history.}

^Art/Drama

^{One term taught on alternative carousels with Dance and Art} 

^{The Thing}

^{The purpose of this project is to develop imagination and creative making skills. Pupils will discover a creature  who has arrived from another planet.  They will decide what the creature ‘The Thing’ is? What it looks like, feels like, moves like, acts like and sounds like? They will research monsters to gain ideas. Pupils build confidence and resilience through exploring a range of new materials and making processes. They study a range of characters and places to give them ideas to design their own Character. Pupils learn to experiment with mixing paint and develop a range of designs for -The Thing and it’s egg or pod using a range of new 3D materials.} 

^Music

^{Songs from different Countries}

^{Music in Advertisements} 

^{This unit explores music from around the world. Students will have the opportunity to learn about African music, Chinese music as well as music from the West, pop-music.}

^{As musicians pupils learn to create happy or sad music inspired by an advertisement. Pupils learn to interpret tonality/moods in music and develop composition skills. Pupils build confidence in the ability to develop their own music compositions and share ideas/demonstrate to others.}

^Enrichment

^{Enrichment runs Friday lesson 5 and 6 . During this time it allows students the opportunity to experience activities that are not usually available to them. It allows them to develop their own interests and hobbies that they can continue to access at home, in the community or as they move on to other settings. Our students will be mixing with peers outside of their tutor class and year groups so that they can make new friends and mix with a variety of students and different staff which will promote social skills, communication skills and coping with change.} 

^{Most importantly, we are offering students a safe and secure environment to take on new opportunities with supportive staff relationships, so that they have the confidence to attempt new things.}