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Class Eight

Class Eight

In Class Eight the pupils can justifiably celebrate the culmination of a life phase and anticipate the transition into the Upper School. This is a year of projects, individual and collective that in a sense sum up all that has been learned and developed so far. As in the previous class, students need to engage with the world, and particularly the social world, with practical environmental or social projects that do good. The emphasis is doing something well that is of value to other people and the world, as well as showing the skills have been acquired- it is less a celebration of self and more a celebration of what is good in human society and culture.

Class Eight Curriculum Guide

    Child development and leitmotif for this class
    In Class Eight the pupils can justifiably celebrate the culmination of a life phase and anticipate the transition into the Upper School. This is a year of projects, individual and collective that in a sense sum up all that has been learned and developed so far. As in the previous class, students need to engage with the world, and particularly the social world, with practical environmental or social projects that do good. The emphasis is doing something well that is of value to other people and the world, as well as showing the skills have been acquired- it is less a celebration of self and more a celebration of what is good in human society and culture. This is the true source of deep personal satisfaction and fulfilment and is particularly important in an egotistical world of celebrity. The focus in the classroom is on the world as it is today in all its political, economic, scientific and cultural complexity and conflicts- the 20th and 21st Centuries are the main theme.  The balance between collective and individual qualities is important; the universal human (e.g. anatomy) and the unique biography. Class 8 needs a team of teachers who can respond to the wide range of challenges and accompany the many projects, including facilitating a review in depth of the past 8 years.

    Key themes include individual and collective projects, modern history to the present from a biographical perspective, the electrical technology that is basic to our modern society, questions related to the chemistry of foodstuffs and household products- topics which have a strong connection to everyday practical realities.

     

    Curriculum Themes

    Narrative Themes
    Contemporary Youth Literature; historical fiction and biographies from the 19th Century to the present day; high quality literature and non-fiction from the 19th Century

    Musical Themes
    Qualities: 

    • Any key, any rhythms, some polyphony.
    • Introduction to basic four part singing, not rounds. Keep range of each part narrow to allow for changing voices.
    • Songs with integral movement 

    Topics: Madrigals may be possible now. South African songs in four parts. Songs from industrial revolution, French revolution, Folk revival.

    Artistic Themes
    Drawing and painting – one and two point perspective, shadow, veil painting

    Modelling dramatic gesture

    Materials: watercolour paints and inks, clay, Caran d’ache pencils, charcoal sticks/pencils, graphite pencils, gouache

    Physical Themes
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    Library
    The Rebellious Life of Mrs Rosa Parks, Jeanne Theoharis and Brandy Colbert (Beacon Press, 2021)

    The Awakening of Malcolm X: A Novel, Ilyasah Shabazz and Tiffany D Jackson (Farrar, Straus and Giroux, 2021)

    The Wheel of Surya (trilogy), Jamila Gavin (Farshore, 2018)

    Infinite Hope: A Black Artist’s Journey from World War II to Peace, Ashley Bryan (Atheneum/Caitlyn Dlouhy Books, 2019)

    The Crossover, Kwame Alexander (Etch/HMH Books, 2019)

    Zebra Crossing Soul Song, Sita Brahmachari (Barrington Stoke, 2018)

    The Million Pieces of Neena Gill, Emma Smith-Barton (Penguin, 2019)

    The Enigma Game, Elizabeth Wein (Bloomsbury Children’s Books, 2020)

    Pet, Akwaeke Emezi (Faber and Faber, 2019)

    Ink, Alice Broadway

    Flawed, Cecilia Ahern

    Matched, Allie Condie

    Chaos Walking Trilogy, Patrick Ness

    Noughts and Crosses, Malorie Blackman 

    Freedom: A Photographic History of the African American Struggle, Manning Marable and Leith Mullings (Phaidon Press, 2001)

    My Name is Not Easy, Debby Dahl Edwardson (Skyscape, 2012)

    Hidden Roots, Joseph Bruchac (Bowman Books, 2011)

    An Indigenous Peoples' History of the United States for Young People, Roxanne Dunbar-Ortiz (Beacon Press, 2019)

    Everything you Wanted to Know about Indians, but were Afraid to Ask, Anton Treuer (Borealis Books, 2012)

    How We Go Home: Voices from Indigenous North America, ed. Sara Sinclair (Haymarket, 2020)

    Rise Up! The Art of Protest, Jo Rippon (Charlesbridge Publishing, 2020)

    Brown Girl Dreaming, Jacqueline Woodson (Thorndike, 2018)

    Just Like Me: Stories and Self Portraits by Fourteen Artists, Harriet Rohmer (ed) (Children’s Book Press, 1997)

    Akata Witch and Akata Warrior, Nnedi Okorafor (Speak, 2017)

    Children of Blood and Bone, Tomi Adeyemi (Macmillan, 2018)

    Blue Gold, Elizabeth Stewart (Annick Press, 2014)

    Burn My Heart, Beverley Naidoo (Penguin, 2007)

    Zenzele: A Letter for My Daughter,  J Nozipo Maraire (Crown Publishing, 1996)

    Let the Circle be Unbroken, Mildred Taylor (Penguin, 1995)

    One Crazy Summer, Rita Williams-Garcia (QuilTreeBok, 2012)

    The Rock and the River, Coretta Scott King (Aladdin Paperbacks, 2010)

    Freedom Walkers: The Story of the Montgomery Bus Boycott, Russell Freedman (Holiday House, 2006)

    Many Thousands Gone: African Americans from Slavery to Freedom, Virginia Hamilton (Random House, 1992)

    Black and British, A Short Essential History, David Olusoga (MacMillan 2020)

    We Speak as One: twelve nobel laureates share their vision of peace, Arthur Zajonc (Peace Jam)

    eye to eye. women, Vanessa Baird (New Internationalist)

    Between Stone and Sky: memoirs of a waller, Whitney Brown (Constable, 2018)

    Carrie’s War, Nina Bawden (Puffin)

    Coming to England, Floella Benjamin (Macmillan)

    Goodnight, Mr Tom, Michelle Magorian (Puffin)

    Once, Morris Gleitzman (Puffin)

    The Wheel of Surya, Jamila Gavin (Farshore)

    Roll of Thunder Hear My Cry, Mildred D Taylor (Puffin)

    Windrush Child, Benjamin Zephaniah (Scholastic)

    Almost Perfect, Brian Katcher (Delacorte Press, 2009)

    Am I Blue, Marion Dane Bauer (ed.) (Turtleback Books)

     

    Visual and Graphic Arts

    Indicative Content
    Drawing and Painting

    Artistic exercises in Class 8 will continue to consolidate and expand upon the laws of perspective introduced in Class 7. Clear thinking and accuracy of observation will be facilitated through tasks involving scenes requiring the use of one- and two-point perspectives including the construction of shadows. Assignments, designed to practice perspective will include specific topics, landscapes and cityscapes, in black and white and colour. Perspective exercises will also include the 2D construction of cubes, pyramids, cones, spheres and cylinders, and interior perspectives.  Veil painting can be a further means by which to deepen the experience of colour perspective, and can be further developed through colour contrast studies. The students will also create pictures which arise from their own imaginations, using these techniques.

    Aspects of design will be introduced, for example, images for book jackets, posters etc, using collage and painting, including lino and woodcut techniques.

    Drawings of aspects of human anatomy support the biology main lesson.

    Clay Modelling 

    Abstract and figurative studies of atmosphere and temperament. Studies in dramatic gesture – whole body language gestures should be acted out and then modelled, e.g. adult protecting child, dancing, sleeping, embracing. Elements of human anatomy can be modelled, e.g. vertebrae, to support the biology main lesson. 

    Pedagogical Reasoning
    Practising accuracy in perception and thinking can help teenagers form a clear relationship with the world around them. Perspective drawing helps to create opportunities to lead strictly logical rules of construction back into the artistic sphere, and to accommodate the desire of teenagers to express their own ideas in pictorial form. Pupils learn the appropriate and effective use of techniques and make judgements about when to use them.

    Considerations for Decolonisation/Contextualisation
    Images should be inclusive of a range of people, taking into consideration: gender and family stereotypes, skin and hair colour/type, disability and age. 

    Suggested ARLOs
    Creative and Aesthetic

     

    Handwork: the treadle machine

    Indicative Content
    In Class 7 & 8 the content of the handwork curriculum will depend on whether the school offers handwork (with fabric) into the Upper School. As part of the handwork curriculum, pupils should have experience in using commercial patterns and measuring the body, plus technical information about different types of fabric and how it is used. If this is not incorporated into the upper school curriculum, it should be integrated in some way into Class 7 & 8.

    Project

    Using the treadle sewing machine to sew useful and aesthetically pleasing items: kit bags (lined), bag of own design, apron, piece of clothing such as shirt, sweatshirt or pj bottoms

    Activities

    • Activities/projects can include (depending on upper school curriculum – see above):
    • More complex bags (including zips, outer/inner pockets, leather, various linings, snaps etc)
    • Making a costume for the class play (either with or without a commercial pattern)
    • Garments from commercial patterns

    Pedagogical Reasoning
    Pupils use their full concentration to learn to coordinate their foot, hand and eye movements in order to treadle safely. The experience of “mechanising” their process gives them a sense of the wider influence of industrialisation.

    Considerations for Decolonisation/Contextualisation
    Share with pupils stories about industries that were part of the industrial revolution (such as cotton) which relied on the work of enslaved people.

    If making garments, ensure a choice of options includes unisex patterns.

    Suggested ARLOs
    Creative and Aesthetic, Handwork

     

    Narrative and Reading Material 

    Indicative Content
    Encourage book use rather than screen time
    Reading for pleasure:

    • Youth literature: any youth fiction with literary merit
    • Historical fiction based in any period from early 19th Century onwards
    • Historical biographies based in any period from early 19th Century onwards
    • Non-fiction history books from early 19th Century onwards
    • Picture and geographical books which give images of landscapes, coastlines, mountains, islands, cities and cultures from around the world (particularly beyond Europe)
    • Books on landscaping and landscape design, plus, e.g biography of Capability Brown
    • Non-fiction on other curriculum themes: human biology, minerals and processes, fluids and processes.

    Taught Reading Skills:

    Writing book reports and recommendations: summarising, explaining why they have enjoyed what they have read.

    Pedagogical Reasoning
    Further development of historical consciousness, with an explicit multi-cultural and global perspective. Independent research into topics which support the classroom work. Reading for pleasure: the priority should be to inspire extensive and prolific reading, so any literature that pupils enjoy, that has some literary merit, should be encouraged. 

    Considerations for Decolonisation/Contextualisation
    Literature from around the world. Books written from a wide range of viewpoints and perspectives.  

    Suggested ARLOs
    Literacy, Social Science, Geography, Science

     

    Use of language: literature

    Indicative Content
    A phenomenology of language:

    • Literary and poetic analysis and writing: meter and rhyme structures and conventions; literary devices. 
    • Use of language to create a range of moods e.g. epic, lyric, dramatic

    Jargon, cliche, euphemism, slang and swear words. 

    Pedagogical Reasoning
    Puberty is a time at which young people often lose their relationship to their inherited, learned language. The language centres of the brain are restructured. Mastering these different aspects can help them to structure language creatively, but also appreciate the complexity and subtlety of linguistic expression. Understanding the meta-level of language helps them connect to higher levels of experience, and to understand that concepts can be expressed in many different ways (e.g. in different languages, or in the same language at different times)

    Considerations for Decolonisation/Contextualisation
    Consider examining value judgements about people and their use of language. Examine the historical background to powerful derogatory language. Explore the reclamation and appropriate use of derogatory language by different groups of people. 

    Suggested ARLOs
    Literacy

     

    A World History Begins: Mid-19th century to the present

    Indicative Content
    Symptomatic events, innovations and biographies from a number of themes: 

    • The abolition of slavery and the American civil war; 
    • The liberation of peasants/emancipation of serfs  (e.g. Russia and Japan); 
    • The emergence of an urban proletariat, the rising middle class and the invention of monarchy and nobility. 
    • Factories, assembly lines and patriarchal capitalists (e.g. child labour, female labour, emergence of trades unions, workers movements and uprisings) 
    • Colonial uprisings and anti-colonial resistance 
    • The emergence of a state with responsibility for e.g. education, tax; 
    • The emergence of democracy and civil rights, 
    • The World Wars, the Cold War, Eastern Bloc revolutions (1989), 9-11. 
    • Human beings and technology: 
      • raw materials and energy (e.g. cotton, coal, steel, electricity); 
      • travel and communication (e.g. ships, canals, railways, automobiles, motorways, bridges, aeroplanes; from telegraph to smartphone). 
      • The effects of industrialisation on the environment (e.g. the oil, coal and/or chemical industries; air, ground and water pollution) 

    The service industry and information economy and the automation of work 

    Pedagogical Reasoning
    To bring historical consciousness to an awareness of identity and biography through telling stories of how people experienced and experience the recognisably recent world, showing the many factors that play into modern and late modern society. Understanding how human activity tipped the balance from how the world shaped human culture, to how human culture shapes the world. To give a sense of the shift in the focus of history away from the West and back to the East. To experience the emergence of the post-colonial world through biography.

    Considerations for Decolonisation/Contextualisation
    Inclusion of the voices of:

    • non-European people
    • First and indigenous peoples
    • Women
    • Disabled people
    • LGBTQIA+

    Suggested ARLOs
    Literacy, Social Science - History, Geography, Aesthetic and Creative - Visual and Graphic Art

     

    Equations, Rules and Laws

    Indicative Content
    Thorough consolidation of the topics introduced in Classes 6 and 7. An expansion on the subject material will take the student deeper into the experience of abstract thinking.

    Commutative, associative and distributive laws of algebra. Problems using linear equations. Dissolving complex brackets. Simultaneous equations. Translating word problems into algebraic equations and vice-versa. 

    Base 2 number system: binary numbers, binary addition, relevance to computing. 

    Statistics - mean, median, mode. Graphs of more complicated curves. 

    Balance sheets and mortgages. 

    The student will be required to clearly articulate their thinking by presenting the route to a solution, on paper, in a clear and sequential manner, thereby fostering reflection, independence and self-discipline.

    Pedagogical Reasoning
    The curriculum content is the logical progression in complexity of what has been learned in Class 6 and 7.

    Considerations for Decolonisation/Contextualisation
    Highlight the Arabic origins of the word and practice of al-jabr. 

    Arab, middle-Eastern and Indian cultures with advanced mathematics (Baghdad, Grenada etc). 

    Include biographies of famous mathematicians of different sexes, races, etc. E.g. Mary Jackson, Katherine Johnson and Dorothy Vaughan (Film: Hidden Figures)

    Alan Turing: The Enigma, Andrew Hodges (Vintage Digital, 2012)

    Suggested ARLOs
    Maths

     

    Platonic Solids

    Indicative Content
    Three dimensional shapes (platonic solids) and calculating volume. Euler’s Law.

    Locus of line and plane. 

    Geometrical cones. rotation of shapes. Advanced properties of a circle. 

    Exact spatial perception drawing including the golden section.

    Pedagogical Reasoning
    Geometry is giving form to thought, mentally bringing form into movement. Class 8 geometry is a progression from the two dimensional shape of class 6 and 7 to the more complex, but still logical and lawful, process of the mental modelling of three dimensional space. 

    Considerations for Decolonisation/Contextualisation
    Explore mathematical theories and thinkers from around the world. 

    Suggested ARLOs
    Maths, Visual and Graphic Arts

     

    Modern Foreign Languages - Complex Literacy

    Indicative Content
    Texts can include: those where personal destiny is questioned; exciting adventure stories; stories about ideals and human dignity. Independent projects on different cultural, biographical and historical themes (often linked to colonialism and emancipation). Accessing a range of media in the target language (e.g. film, music). Topical themes arising from children’s interests. Contemporary life in other cultures (speaking the target language).

    Pedagogical Reasoning
    Pupils are beginning to become aware that they have their own biography, and also their own strengths, weaknesses and interests. They are often quite critical and self-critical, therefore identifying weaknesses and focusing on strengthening these and making improvements (e.g. several drafts before a final version of a text). Likewise clear criteria for assessment are needed to provide a degree of objectivity.

    Considerations for Decolonisation/Contextualisation
    Texts and pictures should represent a wide range of people, skin colours, hair types etc, and should not reinforce stereotypes. Cultural themes should include text and music by a wide range of people, e.g. women, people of colour, LGBTQIA+ people, etc.

    Suggested ARLOs
    Modern Foreign Languages

     

    Sustainable Living: Woodwork and Garden Planning

    Indicative Content
    The Class 8 curriculum is an extension of Class 7, with skills being refined and content covered in a broad way across the two years. As previously, one or more additional crafts can be added to the curriculum. The craft chosen and the level at which it is engaged with will be dependent on the practical skills of the teacher, and the prior learning of the children. Some suggested themes might be ceramics or basic leather work.

    Woodwork becomes more complex and refined, continuing to have the two streams: workshop based carving and making of artefacts, and green woodwork outdoors. It can involve a certain amount of recycling and upcycling, e.g. making new handles for broken tools from ash.

    Following the astronomy main lesson, extended garden planning can be explored, with an introduction to organic and biodynamic agriculture and the real-life issues of certification and yield. No-dig permaculture techniques can be brought as a contrast. Raising plants in greenhouses allows the pupils to follow a similar seasonal approach to Class 6, but to achieve more professional outcomes with an understanding of how to improve results. It is important for children to explore positive stories of recovering ecology to balance a contemporary focus on the climate crisis. Topics such as the contrast between the small range of varieties of apples available in UK supermarkets and the 2500 UK varieties (7000 worldwide) can be explored. Potatoes are another excellent example.  Pupils should encounter world issues in a practical way: what happens to human waste? How is water made fit for drinking? Looking at breeding particular types of fungi to metabolise plastics. How much of the earth’s surface can grow food? What are the implications of becoming vegetarian/vegan?

    Forestry would ideally involve the thinning of young trees, using directional felling methods. Coppicing as a sustainable forestry practice is also very good, especially if the garden needs hazel poles, fence panels etc. Growing basket willows is a good option if space is limited.

    Pedagogical Reasoning
    The importance of international trade along the silk roads and sea routes in later Middle Ages and the impact of European colonisation of trade (e.g. spice trade) and local industries, introduction of plantation crops and slavery. Ecological destruction caused by colonisation.  Economics of modern subsidised industrial farming, disadvantaging of regional producers and effects of protectionism on agriculture in the developing world, the loss of varieties of apples, potatoes etc.  

    Considerations for Decolonisation/Contextualisation
    Themes of sustainability in farming, gardening, raw materials, re-cycling, clothing, electronic equipment and the raw materials they depend on. Up-cycling projects. Cheap seasonal labour with minimal rights and security from economically poorer countries. Consumerism and supermarkets driving down prices for producers. Learning from indigenous people’s ways of life and relationship to the world. Fair trade. Renewable energy should be a practical and not only theoretical topic in schools. Harvesting rainwater. Composting.

    Suggested ARLOs
    Science and Technology, Chemistry, Biology, Physics, Design and Technology, Geography, Social Science, PSHE, SMSC

     

    The Chemistry of Nutrition

    Indicative Content
    How human beings manipulate processes in nature (e.g. through harvesting, storing, fermenting etc). and produce foodstuffs that are different to the original.

    Harvesting and processing of cereals and the chemistry of bread baking: corn, milling, investigating the nature of flour, making dough, using sourdough and using yeast. Producing starch from potatoes, making glue. Using iodine to test for starch.

    Sugars: sugar in nature, cultural history of sugar, transformation of starch to sugar through acid (and impact on dental health).

    Enzymes: fermentation, anaerobic and aerobic respiration, alcohol.

    Photosynthesis, and glucose as a product of the interaction between sunlight and plants. Carbon and nitrogen cycles.

    Protein: animal proteins and connections with nitrogen.

    Fats and oils: plant oils and animal fats, fat/oil and its connection to warmth and fire, cheese making (i.e. controlling fermentation and solidification to get different types of cheese).

    From fat to soap production (saponification) using lye as a base.

    Cellulose and its uses – paper etc.

    Pedagogical Reasoning
    Human nutrition: looking at human nutrition connects the human being to the living world around her, from which she can never be separated. Therefore, all the life forces in nature are therefore in the human being. The relationships between diet, health and energy, and our relationship to the natural world. Demonstrating that most of the energy we use is from plant sources, whether it was millions of years ago, or has travelled up a food chain more recently. This content will demonstrate the similarity between plant and animal processes, and that we depend on plants for both sugars (and hence starches and fats), and proteins.

    Pupils develop a greater understanding of the plant world, on whom we depend for our very existence, for the building blocks of our physical bodies, and for the energy required for all life processes.

    Considerations for Decolonisation/Contextualisation
    Spend a little time exploring the healing power of plants, through Phytotherapy, Ayurvedic Medicine and Traditional Chinese Medicine, (but only if time allows).

    Explore breads from around the world.

    Explore energy sources – windmills, watermills etc.

    Suggested ARLOs
    Chemistry Class 7-8, Biology Classes 6-8, PSHE, RSE

     

    The human skeletal system.

    Indicative Content
    Mobility in terms of bones, muscles, tendons and ligaments. Movement and its applications, uses and risks. The spine and its muscles. The arms and hands as instruments of communication and expression. Fine motor skills. Uprightness and learning to walk. Locomotion – the hip, knee, ankle and foot. The skull.

    Pedagogical Reasoning
    From puberty to adolescence the rapid growth of the skeleton sensitises young people to this process in their body. At a time when their skeletons are undergoing a significant growth spurt, they learn about the processes involved, and are given the opportunity to maintain a positive relationship to their changing selves through a sense of awe and wonder at how bodies work and what they can do.

    Considerations for Decolonisation/Contextualisation
    Illustrations, blackboard drawings etc should represent a range of body shapes and sizes, skin tones, hair types and colours etc.

    Suggested ARLOs
    Biology Classes 6-8, PSHE, RSE

     

    Physics: Electricity and Magnetism
    The length and sequencing of many of the physics blocks for Class 7&8 can be determined by the teacher. Each theme can be taught separately in one class, spread across both, and/or combined with another physics theme. 

    Indicative Content
    Building on elements established in Class 6, this block shows how the electrical process can be combined into a circuit. The aim is to understand electricity as a relationship between electrical potential and current, not as a flow of substance.

    Exploring the sensations of touching copper and zinc plates to the tongue. Using these to create a battery of copper and zinc plates, beakers with warm saline solution, and wires, and creating an electrical circuit to light a bulb. Use various calibres of steel wire with a 12v battery to modify the voltage. Use various lengths and calibre of wire to examine resistance. Observe the filament of a light bulb and infer the conditions inside the bulb.

    Magnetism

    Building on Class 6 - Magnetic fields. Declination and inclination of the earth’s magnetic field.

    Electro-dynamics

    Sources of current, cells and dynamos and their use in electrical appliances. Electro-magnets and their applications in motors, fuses, heaters etc. The dangers of electric current.

    The history of the generation of electricity to the present day: coal-fired, atomic, renewables.

    Pedagogical Reasoning
    An introduction to the principles informing the phenomena of energy sources and applications: the physics of modern industrial life. One of the developmental tasks of adolescence is to be qualified for the society that they are a part of, which includes an understanding of how technology works and how fundamental technology has become to modern life.

    Considerations for Decolonisation/Contextualisation
    Biographies of a range of people, including women and people of colour. Understanding the impact of electronics on globalisation and innovation (e.g. the production of electronic goods in Japan, China and South Korea). New industries require new and often rare raw materials (e.g. copper, coltan, uranium etc) and the impact of this on developing economies. Coal and oil fired energies and the petro-chemical industries. Green energy and technologies.

    Suggested ARLOs
    Physics Class 6-8

     

    Physics: Sound
    The length and sequencing of many of the physics blocks for Class 7&8 can be determined by the teacher. Each theme can be taught separately in one class, spread across both, and/or combined with another physics theme. 

    Indicative Content
    Acoustics

    Beginning with everyday experiences of sound in relation to distance, volume and pitch, explore the boundaries of what we can hear. Building on work from Class 6, examine the acoustic properties of different materials. Using, for example, a tuning fork and Chladni plates, measure and record different frequencies. How gramophones reproduce sound. Nature and usage of ultrasonic sound waves. The nature and usage of echoes in the animal kingdom and as used by humans, e.g. bats, dolphins, radar.  speed of sound in air and other media. Acoustics in buildings and musical instruments. Wavelengths.

    Pedagogical Reasoning
    An introduction to the principles informing the phenomena of energy sources and applications: the physics of modern industrial life. One of the developmental tasks of adolescence is to be qualified for the society that they are a part of, which includes an understanding of how technology works and how fundamental technology has become to modern life.

    Considerations for Decolonisation/Contextualisation
    Biographies of a range of people, including women and people of colour. New industries require new and often rare raw materials (e.g. copper, coltan, uranium etc) and the impact of this on developing economies.

    Suggested ARLOs
    Physics Class 6-8

     

    Physics: Information Technology
    The length and sequencing of many of the physics blocks for Class 7&8 can be determined by the teacher. Each theme can be taught separately in one class, spread across both, and/or combined with another physics theme. 

    Indicative Content
    From semaphore to the smartphone: signalling; morse code; binary numbers and their relationship to switches; Alexander Graham Bell and the telephone; Heinrich Rudolf Hertz; Alexander Stepanovich Popov, Guglielmo Marconi; radio and television, Logie Baird; radar; Microphones and sound recording devices, e.g. gramophones, tapes, CDs and digital formats. Telephones to mobiles to smartphones. History of the computer from early calculators through punched cards, valves and transistors, microprocessors and beyond, to the internet and the world wide web.

    Biographies including Ada Lovelace, Charles Babbage, Alan Turing. 

    Pedagogical Reasoning
    An introduction to the principles informing the phenomena of energy sources and applications: the physics of modern industrial life. One of the developmental tasks of adolescence is to be qualified for the society that they are a part of, which includes an understanding of how technology works and how fundamental technology has become to modern life.

    Considerations for Decolonisation/Contextualisation
    Biographies of a range of people, including women and people of colour. Understanding the impact of electronics on globalisation and innovation (e.g. the production of electronic goods in Japan, China and South Korea). New industries require new and often rare raw materials (e.g. copper, coltan, uranium etc) and the impact of this on developing economies.

    Suggested ARLOs
    Physics Class 6-8, Media Education

     

    Physics: Mechanics
    The length and sequencing of many of the physics blocks for Class 7&8 can be determined by the teacher. Each theme can be taught separately in one class, spread across both, and/or combined with another physics theme. 

    Indicative Content
    The relationship between inclined planes, shape, friction and velocity.

    An introduction to the phenomenon of gravity. Using the body to explore principles of levers by lifting different weights, and then using mechanical levers.

    Winches and pulleys. Block and tackle and their uses. Wedges, screws, and gears. Combinations of these to make machines.

    The bending properties and resistance of different materials, the implications of this and the usage.

    Pedagogical Reasoning
    An introduction to the principles informing the phenomena of energy sources and applications: the physics of modern industrial life. One of the developmental tasks of adolescence is to be qualified for the society that they are a part of, which includes an understanding of how technology works and how fundamental technology has become to modern life.

    Considerations for Decolonisation/Contextualisation
    Biographies of a range of people, including women, disabled people, LGBTQIA+ people, and people of colour.

    Suggested ARLOs
    Physics Class 6-8

     

    Physics: Light
    The length and sequencing of many of the physics blocks for Class 7&8 can be determined by the teacher. Each theme can be taught separately in one class, spread across both, and/or combined with another physics theme. 

    Indicative Content
    Observation of shadows and images. Images on planes and reflections in flat and curved surfaces. Degrees of reflectivity of surfaces. The camera obscura and/or the pinhole camera.

    See also Media Education, where cameras, stop motion animation etc are included.

    Pedagogical Reasoning
    An introduction to the principles informing the phenomena of energy sources and applications: the physics of modern industrial life. One of the developmental tasks of adolescence is to be qualified for the society that they are a part of, which includes an understanding of how technology works and how fundamental technology has become to modern life.

    Considerations for Decolonisation/Contextualisation
    Biographies of a range of people, including women, disabled people, LGBTQIA+ people, and people of colour.

    Suggested ARLOs
    Physics Class 6-8, Media Education

     

    Physics: Thermo-dynamics
    The length and sequencing of many of the physics blocks for Class 7&8 can be determined by the teacher. Each theme can be taught separately in one class, spread across both, and/or combined with another physics theme. 

    Indicative Content
    Differential conduction; insulation and its uses.

    The expansion of gases, liquids and solids, and the principle of the thermometer. Changes of state of liquids, solids and gases. Evaporation. Convection and radiation. Conduction and insulation.

    Engines, from weaving to the combustion engine. Richard Arkwright and the spinning jenny; Newcomen and the first mine pump; James Watt and the steam engine; Richard Trevithick and the locomotive; Abraham Darvey and Andrew Carnegie and the production of steel; Rockefeller and oil – the production of oil into tar, petroleum, paraffin, benzol and petroleum; the development of the combustion engine and the petro-chemical industries.

    Biographies, e.g. Edison, Tesla, Siemens, Verena Holmes.

    Pedagogical Reasoning
    An introduction to the principles informing the phenomena of energy sources and applications: the physics of modern industrial life. One of the developmental tasks of adolescence is to be qualified for the society that they are a part of, which includes an understanding of how technology works and how fundamental technology has become to modern life.

    Considerations for Decolonisation/Contextualisation
    Biographies of a range of people, including women, disabled people, LGBTQIA+ people, and people of colour. New industries require new and often rare raw materials (e.g. copper, coltan, uranium etc) and the impact of this on developing economies. Coal and oil fired energies and the petro-chemical industries. Green energy and technologies.

    Suggested ARLOs
    Physics Class 6-8

     

    Physics: Hydro-statics and Aero-mechanics

    Indicative Content
    Archimedes principle. Hydro-static buoyancy. Pressure and compression e.g. of air vs water. Pressure and depth, and the application of this for e.g. diving, submarines, aquatic mammals etc.  Specific weight, and its practical uses e.g. Plimsoll line. Pressure and its uses for hydraulic tools. Pumps. Flow forms in water. Vortices, resistance and aero-dynamics.

    Pedagogical Reasoning
    An introduction to the principles informing the phenomena of energy sources, forces and applications: the physics of modern industrial life. One of the developmental tasks of adolescence is to be qualified for the society that they are a part of, which includes an understanding of how technology works and how fundamental technology has become to modern life.

    Considerations for Decolonisation/Contextualisation
    Biographies of a range of people, including women, disabled people, LGBTQIA+ people, and people of colour.

    Suggested ARLOs
    Physics Class 6-8

     

    Physics: Meteorology

    Indicative Content
    Air moisture content and cloud formation at the dew point. Cloud types.  Wind and wind scales. Areas of high and low pressure, weather fronts. Weather data recording and weather forecasting, and its history. Cyclones. Trade winds. Monsoons. Consequences of extreme weather phenomena. Examples of weather phenomena such as Le Mistral, rain shadow. Climate zones, e.g. maritime, continental, tropical, arctic, subarctic etc.

    Pedagogical Reasoning
    The emergent intellectual properties of Class 8 pupils allow them to grasp the complexities of the processes behind visible phenomena. There is a metaphorical analogy between rapidly changing weather and adolescent emotions. The topicality of climate change and extreme weather events makes this a particularly appropriate theme.

    Considerations for Decolonisation/Contextualisation
    Discussion of the link between insulation from and exposure to the extremes of climate and the ecological impact of this. The impact of the capacities of economies to produce the causes of and insulate themselves from the effects of climate change, e.g. compare European vs Bangladeshi coastal and flood defences.

    Suggested ARLOs
    Physics Class 6-8

     

    Above and Beyond (Astronomy)

    Indicative Content
    Pupils have already learned about the compass directions and the relationship of the sun to weather and climate in the different regions of the earth, and have experienced a wide range of mythological understandings of the sun, moon and stars and their constellations and their use in navigation. They have also learned in history about the shift between geocentric and solar systems. Now they learn to conduct accurate observation by eye and using telescopes. They learn in as concrete a way as possible about the cycles of the moon and the earth’s transit around the sun and the effects of the tilt in the earth’s axis and the seasons. Lunar and solar eclipses help to show this. The other planets in our solar system can be described and the possibilities and risk (costs, military use) of space travel should be discussed. Astronomy is complex, particularly phenomena such as light years, time-space, black holes, Big Bang theory etc., which the pupils have frequently heard about, though there are limits to what most pupils (and teachers) can comprehend. It is advisable to spread astronomy over class 7 and 8 and stay within the limits of what is observable.

    Pedagogical Reasoning
    The exploration of geographical space reaches beyond the earth to space and with it the perspective that our planet is a body in space, among others. At this age the pupils' intellect can begin to actually grasp the dislocation of terra firma into a turning sphere in space bound by gravity to the sun yet also locked into an intricate dance with the moon and other bodies in our solar system. They may know this fact beforehand but being able to visualise and bodily sense the enormity of it all can only really begin now. Though complex and remote, astronomy has a profound impact on our lives as the source of rhythms that shape our lives. 

    Considerations for Decolonisation/Contextualisation
    A decolonizing aspect is to realise that all human cultures at all times have considered astronomical phenomena, often with great accuracy and using complex models and exact observations of long periods of time. Our western materialistic view has lost the mythical meaning of our inner connection to the sun, moon and planets. In a materialistic and nationalistic world the conquest of space becomes a matter of national prestige and commercial exploitation.  It is important to enable pupils to share the grandeur of the earth as a blue planet turning in space  with its unique (as far as we know) atmosphere that permits life- seen from the perspective that astronauts experience. 

    Suggested ARLOs
    Natural Science 7-8, Social Science, Literacy, Visual and Graphic Art

     

    Regional/continental geography

    Indicative Content
    In Classes 7 & 8, a case study type approach is taken, whereby the four remaining inhabited continents are explored in relation to:

    Major geographical features, climate, land use, variety of cultures and transport systems and trade links within the continent and between continents. In class 8 there should be greater emphasis on modern and industrial aspects (coal, oil, minerals , environmental destruction, climate change, conflicts related to access to water, e.g. damming the Nile)

    Human geography: cultures and places. Exploration of indigenous cultures in relation to their environment (e.g. people of the Asia steppes, Tuaregs in North Africa, Inuit in the Arctic, Aborigines). Different types of traditional societies and their economies, artefacts and dwellings (nomads, pastoralists, farmers, forest dwellers, oasis dwellers, specialists such as metal workers, potters, fisherfolk, miners, navigators and traders). Pre-European empires, cities, trading centres, technologies. Changes to these lifestyles through colonialism, modernisation and urbanisation. The impact of major religions such as Islam, Buddhism, Hinduism, Confucianism. Relationships today between East and West, North and South.

    Pedagogical Reasoning
    The focus returns to the human being and human relationships to the natural world and the impact of technology, agriculture, mining, exploitation of resources to show how human beings on the one hand can live in balance and harmony with their environment and on the other the disastrous effects of human egotism. In a particular self-orientated stage of puberty this focus can offer an ‘objective’ perspective on the human being and her powers. Experiencing the earth as a precious, fragile and beautiful place is an important experience at that age.

    Considerations for Decolonisation/Contextualisation
    The traditional curriculum indication of ‘exotic/strange peoples in strange lands’ was frankly racist and reflected a Euro-centric view of ethnography. The main risk in this theme is transporting naïve, patronising (e.g. child-like) and sentimental images of indigenous people. People have always been wise and foolish, brutal and kind, caring and destructive (hence the importance of understanding the impact of technology and the major thresholds these bring). Modern indigenous people are learning in ways which combine science, technology with traditional knowledge to find ecological and cultural solutions. Explore map representations by Early European explorers which interpreted the world in a European centric way as a means for denoting power, dominance and cognitive superiority. Care is needed to use imagery that illustrates the sophistication of indigenous peoples and not the traditional misrepresentations used over the decades/century.

    Suggested ARLOs
    Geography, Social Science, Literacy, Visual and Graphic Art

     

    Media Education 

    Indicative Content
    As pupils become adept navigators of the digital world, the curriculum aims to support their development as conscious users of technology, rather than unconscious consumers of it. Alongside further experience with information gathering from analogue sources, pupils explore digital searches in more detail, including the use of specialised portals. Their achievements are demonstrated through the presentation of a longer independent project. Pupils learn about formal and informal correspondence, for example CVs and business letters, but also emails and messaging apps. The class play brings together their work on both audio and visual media, combining literacy, drama, music and imaging. Perspective drawing is further developed, using the golden section and the principles of perspective drawing. Microphones and digital cameras are introduced, and pupils write, produce, shoot and edit short films.  As pupils navigate the internet independently, it is vital to develop their sense of responsibility for their own actions online and their ability to live knowledgeably, responsibly and safely in a digital world.

    See also Physics: Information Technology

    Pedagogical Reasoning
    Children and adolescents need age-appropriate challenges where they can develop their problem-solving skills and experience a sense of achievement in the modern world. The world of media is man-made, it can and must be created by people. Thus, it is very empowering for children and young people to experience their own effectiveness in the media by creatively producing short films. They experience the power – and also the responsibility – to help shape “the media” and use it as an expression of their feelings and ideas. This requires knowing and mastering the tools of communication.

    Considerations for Decolonisation/Contextualisation
    Ensure that pupils have access to a wide range of media, covering the work of other young people, women, LGBTQIA+ people, disabled people and people of colour. Look at the role that technology can play in supporting disabled people to live and work independently, e.g. Augmentative Adaptive Communication.

    Suggested ARLOs
    Technology, RSE, PSHE, Physics - Information Technology

     

    Spiritual, religious, ethical and moral education 

    Indicative Content
    A more global perspective on the world and of the self as a global citizen. Seeing and experiencing the potential of humanity as striving ethical individuals.

    Contrasting societies and cultures – pre-industrial and industrial. Individual rights. PSHCE: Citizenship - The history of modern revolutions gives an opportunity to explore the emergence of modern political constitutions and the concepts related to the French revolution, including the rights of man. Debating and discussion is formalised and practised around current affairs and relating themes.

    Bring ethical, moral and social questions themes including drugs, war, ethnicity and race. E.g. The history of drugs through cultural studies and discussion. Link to PSHE.

    Continue exploration of religions and worldviews: Shamanism, Atheism, Darwinism, Individualism.

    Continue with inspirational biographies across the curriculum both historical and contemporary.

    Pedagogical Reasoning
    A completion point – the end of the Class teacher period in many schools. The middle of adolescence. A growing sense of self. Critical faculties are noticeably sharper and there is an emergence of real reasoning. A point of individualisation and independence. Searching for new authority and new role models.

    Considerations for Decolonisation/Contextualisation
    Research content widely and across multiple sources. Develop pupil’s criticality and encourage searching for prejudice or bias in content and engage in open discussions about representation and diversity. Use content that is diverse in its point of view and in its representation of people, gender, sex, sexuality, religion and ethnicity.

    Suggested ARLOs
    SMSC

    Under development!

    Physical Education

    Indicative Content
    The class

    Pedagogical Reasoning

    Considerations for Decolonisation/Contextualisation
    All

    Suggested ARLOs
    Physical

    Under development!

    Music

    Indicative Content
    In Class Seven lesson themes and music lessons connect wherever possible in the curriculum throughout all classes. In classes 8 there is also a class play or musical in which the music is created with and performed by the students. There is also a music block on the journey through time in music, which culminates in a performance during the Spring term.

    Classes 6,7 & 8  form a middle school choir, and also their individual ensembles perform at the major festivals throughout the year. In these classes, students are encouraged to share their own ideas, arrangements, compositions etc and some choice is given to content of ensemble music, alongside the curriculum. The increase in student led ideas and collaborations meets the needs of the growing individual. History, theory and aural work remains an integral part of the practical lessons.

    Pedagogical Reasoning

    Considerations for Decolonisation/Contextualisation
    All songs, stories and images should be inclusive of a range of people, taking into  consideration: gender and family stereotypes, skin and hair colour/type, disability and age. Stories and music should be taken from a range of cultures around the world.

    Suggested ARLOs
    Creative and Aesthetic, Technology

    Under development!

    Eurythmy

    Indicative Content
    Class Seven

    Pedagogical Reasoning

    Considerations for Decolonisation/Contextualisation
    Music, stories and images should be inclusive of a range of people, taking into consideration: gender and family stereotypes, skin and hair colour/type, disability and age. Stories and music should be taken from a range of cultures around the world.

    Suggested ARLOs
    Physical Education, Creative and Aesthetic

    Based on Steiner Waldorf Schools Fellowship® Ltd indicative curriculum for Steiner Waldorf Schools, The Art of Teaching