The course is broken down into a number of units each term. A variety of speaking and listening, reading and writing tasks are completed and assessed.Students will be given opportunities to develop their skills in speaking and listening through role-play and improvisation, as well as small group and whole class discussions. They will read a range of texts including pre 1914 literature, non-literary and media texts. Written tasks will cover a range of different purposes, forms and audiences. All students will spend thirty minutes each week on individual reading in class. In addition, students will make use of the Internet as a research tool. The teaching objectives of the National Literacy Framework help to shape the course.

Homework well be set regularly and will be of a varied nature. It will range from individual research and private reading to the drafting and re-drafting of written pieces.

Students are placed in sets determined by their ability in Mathematics. They are closely monitored and regularly assessed and have the opportunity to move between sets during the year.

• using and applying mathematics including the use of computers and particular software packages;
• number and algebra;
• shape and space;
• handling data including elementary probability.

Students will also continue to develop their 'thinking skills' through the 'CAME' course. (Cognitive Acceleration through Maths Education).

Homework provides an essential means of reinforcing concepts and furthering understanding. It is set on a regular basis and whilst the amount and its nature may vary it is expected that students should spend around one hour per week on independent study.

Science is taught as an integrated course by one teacher and consists of a number of topics including: Food and Digestion, using Forces and Electricity. During the course students will be involved in a range of activities including investigative work, information technology, problem solving, research, numerical work, written work, group, individual work and Thinking Science activities. Homework tasks could include any of these and will be given each week. There is an investigative coursework component and teaching is in line with the KS3 National Strategy for science.

For those students who would like one, a Science Revision Guide is available for purchase. This covers all aspects of the work in years 7, 8, and 9 leading to the KS3 SAT examinations.

French and German continue to be studied. Year 8 is characterised by building on the Year 7 knowledge base. Through new topics, students will learn to produce and understand longer and more complex passages in the key communication skills of listening, speaking, reading and writing.

In this second year of languages learning, students continue to concentrate primarily on topic areas with which they can identify personally. This enables them to understand something more of other cultures by using comparisons with their life in England. Examples of this will include �describing a town� and �planning social activities�.

Linguistic development focuses more firmly on awareness of language, in terms of grammar and construction. However, the emphasis remains firmly rooted in the ability to communicate. Activities in class, the Languages Club, visits abroad and foreign guests visiting our school are designed to offer a multitude of opportunities to do this.

Homework is set regularly. Types and lengths of homework vary according to the stage in the unit of work. Many homeworks involve the accurate learning of vocabulary and, where appropriate, rules of grammar. Frequent, short tests are used to ensure that this learning is done properly. Reading, writting and research tasks are also given.

Design and Technology capability will be taught through Design and Make assignments in line with GCSE requirements. Students will experience the subject through the following:

• Food - Students will continue to develop food preparation skills with particular reference to the area of healthy eating and organic food. Particular emphasis will be placed upon how eating habits have changed with the introduction of different cultures within the food industry;
• Textiles - Students will develop skills in textile construction techniques leading to the production of a textile product based upon a theme. The design work is focused around the creation of a character, identified by the student, created in 3D using a variety of materials and techniques;
• Product Design and Graphics - Students in this area will complete a range of design and make tasks, including the use of CAD/CAM (Computer Aided Design and Manufacture) using a variety of materials. They will work as a group, in pairs and as individuals, linking with work carried out in Food Technology;
• Systems and Control - In this project, students will study the application of systems and control using ICT. They will use construction techniques to produce working models which will then be controlled using a computer. The students will be taught basic computer programming for control and will learn how to use computers to help them design products and run systems;

Homework tasks will be issued for each of these modules as and when appropriate to the subject area and could involve tasks such as research, reading, worksheets or preparatory work for subsequent lessons. Students working in practical areas will be expected to maintain standards of behaviour and relevant Health and Safety expectations as established in Year 7.

Students are reminded that they will also be expected to provide the required materials to enable them to participate in practical activities. Information regarding this will always be given to students sufficiently far in advance.

Humanities subjects (Geography, History and Religious Education, taught as three separate subjects) offer students the opportunity to study all elements associated with people: the physical, natural and spiritual world, different cultures, and the discovery of how our world has come to be what it is today. Humanities encourages students to ask questions and discover more about the world around them.

Students will be involved in individual and group research, role-play, problem solving, sharing opinions, fieldwork, and ICT. Homework forms an integral part of all three courses and is set on a regular basis, generally every two weeks for each subject. It is varied in nature and designed to engage students in practising skills, extending knowledge and understanding, learning work and researching topics under investigation.

The geography course is organised in order that themes, places and skills are fully integrated. Each unit has one or two main themes and these, together with geographical concepts and skills, are revisited so that students develop over the key stage.

The course adopts an enquiry approach to developing knowledge and understanding of place, physical and human processes and patterns, and the interaction of people with their environment.

In Year 8, students continue to develop their knowledge and understanding and acquisition of skills through contrasting rural development and working in the city, a study of Kenya, investigating the weather and associated hazards, the impact of tourism in the Mediterranean, coastal environments and tropical rainforests.

Students acquire the knowledge, skills and understanding required to explain events from the past, and the actions and thoughts of people from past times. Topics include Britian 1500-1750 (political, religious and social changes) and Native American Society.

Students learn to identify causes and consequences, continuity and change, and to describe features of a historical situation. Understanding will be developed through the use of a range of sources of evidence which students will learn to interpret and analyse. They will also learn to recognise different historical interpretations.

Religious Education is taught in accordance with the Durham Agreed Syllabus and has at its heart two main components of study: learning about religion and learning from religion. The syllabus is designed to allow all students to progress with continuity through the year and Key Stage. The balance between the teaching of Christianity and other world faiths reflects the religious traditions of Britain and the local area.

During Year 8, students will begin to develop an understanding of the religious influence of beliefs, values and traditions on individuals, the community and cultures. To facilitate this progression students will study religious ceremonies (birth, initiation, marriage, and death), festivals and pilgrimage. In addition, students will spend one term studying the second largest religion in the world: Islam.

Students will develop knowledge and understanding but will also be encouraged to investigate and reflect by themselves.

Students have access to one hour of drama each week. They will continue to develop the skills they have acquired in Year 7 which include: working as part of a group, taking on a role and developing a character; using space, movement and language to communicate meaning; exploring ideas and discussing the drama as part of an audience. The focus of the work will be largely on improvised drama, although in the third term students will turn their attention to dramatic texts, including Shakespeare. Through the year, students will develop their understanding of how dramatic form and conventions can be used to communicate meaning.

At the end of each term, students review their work through individual profiling and target setting in order to monitor their progress.

All Year 8 students will follow a course designed to increase their computer literacy. The course will address the areas of safe working practice for both hardware and software, thus covering aspects of health and safety and disc management.

Each student will be given the opportunity to further develop skills in using generic software packages of graphics, word processing, spreadsheets, databases and desk-top publishing. The work covered in these lessons will, where possible, be in a specific curricular context so that any work covered will be taken back to the curricular area for further work, provision of evidence for assessment or portfolio purposes. This course is to enable, enhance and further develop each student's Information Technology capability. Students will have the opportunity to gain an external qualification in ICT.

Students will be working in three main areas: Performing, Composing and Listening. They will develop skills which will enable them to participate in a variety of vocal and instrumental activities. They will be introduced to a wider range of instruments, including guitars, bass guitars and computer music, and will compose and notate their own music using a range of techniques. They will be encouraged to discuss and describe music from a wide range of styles and periods.

• Keyboard performance and musical notation;
• Twelve-bar Blues -composing / performing;
• Music in the Twentieth Century;
• Music Theatre.

For homework we will expect students to practise on instruments either at home or school, to develop their musical ICT literacy, and to prepare for listening assignments by doing some research or private listening.

In Year 8, all classes in Physical Education are of mixed ability and some are of mixed gender, gaining access to two, one hour lessons per week. In games, students will continue with basketball, whilst the boys and girls are separated for soccer / rugby and netball respectively.

During the summer, students are introduced in a more formal manner to cricket and tennis with athletics continuing from Year 7. All students continue to participate in dance and gymnastics.

A health related fitness course is introduced in Year 8; it includes some outdoor education in the form of orienteering, though the emphasis remains on stamina work. Your son/daughter will be tested on his/her stamina level on three occasions every year and if we feel there are specific problems, we will contact you by letter outlining the situation.

Homework will not be set on any regular basis, though at present we offer a wide variety of extra-curricular activities, ranging from clubs to inter-class competition and then on to higher levels of participation.

With all year groups, we do try to increase their understanding of the activity, as well as their practical ability. However, an important aspect of the work is to try to raise students' self-esteem, through allowing them different ways of "succeeding". Continuous assessments are made for each area of activity with regard to the student's practical ability.

We must stress that the only way a student may miss a Physical Education lesson is with a note written in the Student Organiser explaining the reason. Without this note, your child may well be asked to take part in the lesson.

Students will participate in a programme of work which extends their ability to compose and manipulate pictorial elements, make aesthetic judgements, and react to their surroundings with confidence.

• Observational studies - drawing from objects, natural forms, and the environment;
• Imaginative composition using paint, collage or mixed media;
• Design (graphics and exploration of pattern making);
• Three dimensional work in light construction materials.

Developing an appreciation of art and design in a wide social/cultural/historical context will be an integral part of a student's work. Wherever possible, links will be established in these areas as students work on their projects. Homework tasks will be set for each module, although the frequency may vary according to the topic being studied.

Topics covered build on Year 7 tutorials and include relationships, family matters, smoking, drugs, bullying, health, study skills, assertiveness training and environmental issues. The programme seeks to help students to develop a meaningful view of themselves, to encourage them to participate in all aspects of school life, stimulating social interaction and developing social skills and values. It includes an element of Careers Education in which students explore occupational roles.

Also during this time students study aspects of the Citizenship Curriculum.

In addition to this, during the 15 minute morning tutorial the students are encouraged to reflect on current events or use the opportunity for wider reading. Time is also spent discussing Year Council meetings and items for agendas.

The main aim of this programme is to increase the personal effectiveness of students. The programme enables students to develop a range of skills and qualities essential not only for success in school, but also for employment and adult life as citizens.

Each term, one skill is introduced to students in the tutorial programme and its use developed in all subjects:

• Autumn Term: ORGANISATION (how students prepare and plan for life in a new school);
• Spring Term: WORKING WITH OTHERS (including problem solving and working together);
• Summer term: RESEARCH (how students find information, select it and use it).

Students have responsibility for recording in their personal Organisers (in the PSP section at the back) examples of the use of these skills. Students also have responsibility for evaluating their own progress.

Additionally, throughout the year, we will encourage students to develop their PRESENTATION skills (how students look, listen, speak, behave and write).

We ask parents to support us with this programme by encouraging students to use these skills, for example in being organised for school, and by encouraging students to record examples of the use of the skills in the home and the community.

At Park View, we promote the social and personal development of students as well as their intellectual development. Our vast range of enrichment activities supports this:

• Extra-curricular activities take place at lunchtimes and after school;
• In May, there is European Week for all students at North Lodge when all lessons have a European focus;
• In July, there is a full week of activities for all Key Stage 3 students in Enrichment Week;
• As a Language College, we are able to provide increasing opportunities for visits abroad;
• For trips and outdoor activities away from school, we do not ask parents to pay for tuition but we do ask for contributions towards the cost of transport and accommodation where required;
• Any queries about these costs should be directed to Mrs Cowie, Deputy Headteacher or Mrs Wilson, Language College Manager.

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