Year 8 Icons Outline Scheme
1. Introduction
For each section of work there is a relevant section in the teacher's hand book which outlines the aims of each unit as well as going through the process and suggesting lesson ideas assessments and so on.
The teacher’s resources need to be closely followed in order to get the most from the programme.
Key to each unit of work are the learning outcomes and the summary of key learning at the top of the page.
The methodology of ‘Icons’ necessitates a three-fold approach to each unit of work, research, revelation and response. In research pupils will initially consider issues and ideas relevant to all people such as belonging, reconciliation, symbolism, imagery and so on. In ‘revelation’ they will then explore the Christian, and in particular, the Catholic approach to these universal issues and concepts. Finally, they will reflect upon the ideas they have explored and inform their own beliefs and ideas with regard to these issues. The aim is, at the end of the process, for students not only be informed about the Catholic faith but to have examined, reflected and developed their own standpoint in relation to the topics explored. For some the process may be mainly catechetical, for others it may be predominantly academic, but it gives the possibility of moral, spiritual and academic growth for all pupils. They will also be assessed on what they have learnt.
The icons textbook is not designed to be rigidly followed each lesson. The key component is the programme itself with the learning outcomes. Teachers should use their creative skills to deliver these learning outcomes in a unit of work. The Icons textbook is one resource that can be used, however a whole range of learning activities should be utilised within a lesson: written activities; group work; discussion; video; other textbooks, and so on. The primary resource of the teacher should be the teacher’s handbook and the teacher. The Icons textbooks themselves should not necessarily be used every lesson or when the learning outcomes can be met in a more creative way.
2. Assessment
Diagnostic assessment
These assessments gauge the level of learning pupils have about a particular topic. It is expected that diagnostic assessment will be incorporated into lessons formally and informally. When using the Icons text there are diagnostic assessments laid out (These are noted in the teacher's resources)
Formative assessment
These assessments help develop a pupils learning and enable the teacher to know the level of understanding a pupil has of a particular topic. The majority of set departmental assessments will be formative and will be marked against the attainment target level descriptors.
Summative assessment
These assessments test what a pupil has learnt. These can be formal or informal tests. When using the Icons text they can be based upon 'Testing times'. The main departmental summative set assessments will be the autumn examination for year seven and the summer examinations.
Specific departmental assessments are laid out in the ‘learning outcomes and assessment’. These also include extended writing pieces designed to develop certain literacy skills as well as providing an evidence base for levelling pupil’s attainment.
Assessment in the department for year 8
At the end of each section of work (2A, 2B etc.) pupils should show evidence that they have understood the learning outcomes and those they understand the meaning of the key words.
This can be assessed via:
· Class work
· Homework
· Formative assessment
· Summative assessment
This information is to be recorded by the teacher based upon the relevant grading system. (I.e. grading for normal class & homework, numerical marks for tests, levels for formal formative assessments.)
There are a number of assessments that will be sat across the department:
· For each A unit (1A, 2A & 3A) there will be a formative assessment that will be levelled.
· Each half term there will also be a test based upon the ‘testing times’ questions.
· All other assessment of the learning outcomes will be done via more informal methods at the discretion
· Of the class teacher.
Each term staff will record an attainment level for each pupil based upon: The departmental set assessment, tests and class work.
3. Outline of the programme for year 8
Unit 1
Life Times
Jesus Christ – an Icon for all times (Identity)
Most important part unit A – directs the rest of the programme.
The lesson quota includes assessment time
1A in a time & place Jesus Christ
1B Making History Church
1C A sense of vocation Human person
1D A lifetime’s work Sacraments
1E Future forward Liturgical year
Unit 2
Living history
Church: Icon of Jesus Christ (Purpose)
2A The People of God Church
2B In search of wholeness Sacraments
2C Saviour of the world Jesus Christ
2D People of spirit and truth the human person
2/3E Churches together Liturgical year/ Church/Other faiths
Judaism
Unit 3
Here in this place
Human person: Icon of God the Saviour (Fulfilment)
3A A place for everyone Human person
3B A sacred place Sacraments
3C A place for hopes and dreams Jesus Christ
3D A place for saints Liturgical year
4. Literacy
Key words are incorporated at the end of each unit.
There are also suggested literacy activities for each unit under the headings 'Speaking & listening', 'Reading' and 'Writing'.
There are also extended writing activities that the whole department will cover. These will be used as part of the evidence basis for levelling pupil’s attainment.
5. ICT
ICT activities are suggested and will be available on Icons too. It is expected that classes will have at least one lesson in an ICT room each term although hopefully more often when timetabling allows.
Year 8 outline Scheme
Learning outcomes, allocation of time and assessment
The overall allocation of teaching time should follow the pattern outlined below:
Research 1/4 of time
Revelation 1/2 of time
Response 1/4 of time
*Note that the break down many vary in practice but is there as a framework from which to plan lessons.
We have generally not used the actual number of lessons for each topic as outlined below – usually we allocate fewer lessons although keep the correct ratio for Research etc.
Unit 1
Life Times
Jesus Christ – an Icon for all times (Identity)
1A in a time & place Jesus Christ
Teachers book page 16 & 17
Allocation of time for 1A
10 lessons –
Research (2)
Revelation (6)
Response (2)
Learning outcomes
· Appreciate the importance of cultural, social and religious background for people’s understanding of themselves and others
· Know and understand that Jesus was born, lived and worked within the Jewish faith community of his time.
Assessment of learning outcomes
Departmental set assessment – Jesus & scripture (Based upon ‘Class work’ assessment page 14 book 2)
Class work/ Homework/Informal tests
1B Making History Church
Teachers book page 18 & 19
Allocation of time for 1B
5 lessons –
Research (1)
Revelation (3)
Response (1)
Learning outcomes
· Be able to recognise the importance of its history to every family and nation
· Know key people and events in the history of the Church in Britain from the first to the fifteenth centuries
· Have an appreciation of how these have shaped Catholic faith in England and Wales.
Assessment of learning outcomes
Class work/ Homework/Informal tests
1C A sense of vocation Human person
Teachers book page 20 & 21
Allocation of time for 1C
5 lessons –
Research (1)
Revelation (3)
Response (1)
Learning outcomes
· Understand the importance of a sense of vocation for human life
· Know and understand Christian belief that God calls (vocation) and how people respond. (Search, faith and commitment).
Family life component
· To explore the belief that marriage is one response to vocation
Assessment of learning outcomes
Class work/ Homework/Informal tests
1D A lifetime’s work Sacraments
Teachers book page 22 & 23
Allocation of time for 1D
5 lessons –
Research (1)
Revelation (3)
Response (1)
Learning outcomes
· Appreciate how many gifts contribute to the life of a community
· Know and understand how the sacrament of Confirmation deepens Christian initiation and vocation
· Know and understand the significance of anointing as a symbolic act that acknowledges and consecrates vocation.
Assessment of learning outcomes
Class work/ Homework/Informal tests
1E Future forward Liturgical year
Teachers book page 24 & 25
Allocation of time for 1E
5 lessons –
Research (1)
Revelation (3)
Response (1)
Learning outcomes
· Appreciate the significance of elements of time — past, present and future — in people’s lives
· Know more about the Church’s season of Advent as a time of remembering, waiting, preparation and anticipation
· Know about and understand the role of prophets in Scripture.
Assessment of learning outcomes
Class work/ Homework/Informal tests
Literacy for Unit 1
Key Words:
Gentile – Someone who is not a Jew.
Pharisee – A group who interpreted the law.
Sadducee - A small powerful group who only accepted the Torah.
Torah – The Jewish law, made up of the first five books of the Old Testament.
Zealots – A group who hated the Romans and wanted a Messiah to lead them into battle.
Tradition – The way things were done in the past.
Legend – A story that has some truth in it but is not all true.
Talent – A gift from God
Vocation – A calling from God to a particular lifestyle.
Ministry – A special job you are given by God to do.
Confirmation – A confirming of baptismal promises and when the gifts of the Holy Spirit are received.
Chrism – Oil, which symbolises the coming of the Holy Spirit.
Advent – A time of preparation for Easter.
Prophet – Someone who looks to the future and proclaims God’s message.
Speaking and Listening - Pupils will be able to describe and evaluate how the work was undertaken and what led to the conclusions for example when looking at the sacrament of Confirmation and evaluating its importance.
Reading – Pupils will be able to distinguish facts from hypotheses/theories/opinions and how far this information is correct and helpful when looking at the politics at the time of Jesus and investigating the specific religious groups.
Writing – Pupils should be able to groups sentences into paragraphs that are clearly focused and well developed when undertaking written work on the history of the church in Britain.
Spelling – Pupils should be able to spell and use with understanding the key words (see list.)
ICT
To come!
Unit 2
Living history
Church: Icon of Jesus Christ (Purpose)
2A The People of God Church
Teachers book page 26 & 27
Allocation of time for 2A
6 lessons –
Research (1/2)
Revelation (3/4)
Response 1
Learning outcomes
· Appreciate the significance of a name
· Know and understand the significance of the Exodus for the Church
· Know more about and appreciate what it means to call the Church ‘the People of God’.
Assessment of learning outcomes
Class work/ Homework/Informal tests
2B In search of wholeness Sacraments
Teachers book page 28 & 29
Allocation of time for 2B
4 lessons –
Research (1)
Revelation (2)
Response (1)
Learning outcomes
· Appreciate the reality of human imperfection and sinfulness and its consequences within the Church
· Know and understand how the Church receives God’s love, mercy forgiveness and healing in two sacraments: Anointing of the Sick and Reconciliation.
Assessment of learning outcomes
Class work/ Homework/Informal tests
2C Saviour of the world Jesus Christ
Teachers book page 30 & 31
Allocation of time for 2C
4 lessons –
Research (1)
Revelation (2)
Response (1)
Learning outcomes
· Appreciate the need for salvation in the world
· Know and understand how Luke’s gospel presents Jesus, the Universal Saviour
· Have an appreciation of the Christian challenge to be ‘one world’.
Assessment of learning outcomes
Class work/ Homework/Informal tests
2D People of spirit and truth the human person
Teachers book page 32 & 33
Allocation of time for 2D
4 lessons –
Research (1)
Revelation (2)
Response (1)
Learning outcomes
· By the end of this section of work, students should:
· Appreciate and recognise evidence of the spiritual and moral nature of the human person
· Be introduced to the Church’s teaching on the origin of sin
· Know and understand Christian teaching about the role of conscience.
Family life component
· Explore the use of conscience in decisions related to their bodies and their developing sexual awareness.
Assessment of learning outcomes
Departmental set assessment – Assessment based upon concepts of good and evil, and conscience. Skills – understanding symbolic story.
Class work/ Homework/Informal tests
2/3E Churches together Liturgical year/ Church/Other faiths
Teachers book page 34 & 35
Allocation of time for 2E
4 lessons –
Research (1)
Revelation (2)
Response (1)
Learning outcomes
· Be able to identify unity and division in human life
· Know and appreciate diversity and division among the Christian Churches in England and Wales
· Know and understand Catholic teaching about ecumenism
· Know about the Week of Prayer for Christian Unity.
Assessment of learning outcomes
Class work/ Homework/Informal tests
Judaism
Teachers book page 36 & 37
Allocation of time for Judaism
4 lessons –
Research (1)
Revelation (2)
Response (1)
Learning outcomes
· Have an appreciation of the story of the Jewish community in Britain
· Know and understand the significance of the Passover celebration.
Assessment of learning outcomes
Class work/ Homework/Informal tests
Literacy for unit 2
Key Words:
Covenant – A special agreement
Exodus – The Jews escape from slavery in Egypt to freedom.
Passover – Jewish spring festival.
Sin – Not doing what God wants you to do.
Forgiveness – To stop being angry with someone.