Year 8 Curriculum Overview
Autumn Term and Year Summary 2024
Teaching and Curriculum at Hampton Court House
At Hampton Court House Senior, we take pride in the breadth and depth of our curriculum. Our commitment to providing an exceptional educational experience for your child is at the heart of everything we do. We know that every child is unique, and so we tailor our approach to ensure that each individual thrives academically, socially, and personally. While our curriculum is carefully planned, we are also strong believers in adaptive teaching that responds to the needs and interests of our students. Therefore, whilst our core curriculum is outlined here for all students, the way in which it is delivered and the depth in each subject will vary to ensure your child gets the very best educational experience. Lessons are designed to be not only informative but also interesting, engaging, supportive, and challenging. Our teachers enable children to actively participate in lessons, learn, and demonstrate new knowledge, skills, and ideas. We believe in empowering our students to shape their own voices within our dynamic yet nurturing community.
Intent
The curriculum for Years 7 – 9 at Hampton Court House is designed to deepen children’s knowledge and understanding while developing approaches to critical thinking, creativity, and independence. We aim to provide a challenging and stimulating learning environment that encourages children to explore their interests and develop their strengths whilst creating a setting where mistakes are allowed, and questions are welcomed. Our intent is to prepare children for GCSE’s, A levels and beyond with a skillset that allows them to make the most of any opportunities afforded to them, taken with a global perspective.
Implementation
Our curriculum implementation for Years 7 – 9 involves a diverse range of teaching strategies and learning experiences. We emphasise subject-specific expertise and interdisciplinary connections through both lessons and a comprehensive programme of extra-curricular activities to ensure both breadth and depth that both enrich the curriculum and promote intellectual curiosity. Teachers use formative and summative assessments to guide instruction and provide constructive feedback on a half termly basis whilst additionally imbuing in them the techniques needed ultimately to respond to GCSE style questions. Where needed, we also offer open subject clinics to help address individual learning needs and foster academic excellence.
Impact
The impact of our curriculum for Years 7 – 9 is reflected in the high level of academic achievement and personal development of our students. Typically, at least one grade higher compared to matched peers nationally at GCSE. They demonstrate proficiency in advanced subject areas, strong analytical and research skills, and a readiness to tackle complex challenges whilst not being afraid to make mistakes. Our students show increased confidence, leadership abilities, and a sense of community responsibility. They immerse themselves in Drama and the Arts, performing, creating, and representing the school in many ways. Ultimately, they are confident to embark on their GCSE programmes with a sense of purpose and belief, safe in the knowledge they will be supported as they enter then next phase of their education.
Katy Deacon Head of Senior kde@hchnet.co.uk
Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk
Nick Edwards Assistant Principal | Data & Assessment ned@hchnet.co.uk
Paul Pearce
Deputy Head | Operations & Academic pgp@hchnet.co.uk
A graphic design project to create an illustrated letter form This project involves collecting personal visual research, learning skills to simplify information into bold design elements, and combining those elements creatively to represent a place visually in its initial letter.
How it is assessed
Student work is assessed during the lessons with practical help offered when necessary Understanding is assessed gradually as they progress because students learn by doing Students are also encouraged to self-assess through refining their own work and reflecting on each other's Their memory and understanding of processes are assessed through write ups which they are asked to document in their sketchbooks at the end of each project
Term
Autumn
Spring
Summer
What are we studying?
Graphic design | interaction of colours
Looking at the work of Josef Albers, students reinforce their knowledge of the properties of colours how colour and tone create form how context changes appearance
Continuation with colour studies
Looking at the work of German Expressionist painter Gabrielle Munter students will study: complementary palettes how to create harmony through limited palettes the use and effects of cloissonism
Students will be working throughout this term with acrylic paint
Automata
Looking at the history of automata from early Egyptian toys to the Cabaret Mechanical Theatre in the 1970s
Students make their own flying bird automata
Creating wire and cardboard mechanisms, with cranks and levers
Making coloured textured papers to decorate their birds
Skills: construction, design, colour, humour
Computer Science
The syllabus in Year 8 includes materials and concepts recommended by the National Centre for Computing Education for Key Stage 3, as well as topics and resources from other established and respected educational organisations. The activities alternate each half-term between predominantly theory topics and then more practical applications.
This ensures the students have hands-on experience of early programming concepts, as well as building an understanding of the wide scope and complexity of the subject. In the theory periods, gamified learning will also be used to illustrate and embellish the topics to maintain student engagement, and in the more practical sessions, students will be required to maintain a log of their activities, which will form part of their assessment.
How it is assessed
Each half term there will be a mini test on the topics covered that half term. These will take place online during normal lessons. At the end of the year there will be an end of year exam covering all the topics from the whole year. This will be during the school’s assessment week. Throughout the year, each student’s written work - completed entirely in Teams/Class Notebook – will be considered in the assessment of their progress.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
What are we studying?
The year starts with a quick look at the ancient history of computing before moving into the modern-day hardware, CPU and operating systems, and then considering the importance of formal logic, before exploring whether AI means that computers can think.
After half-term, we will start with Python – the programming language of choice for education, data science and even machine learning. The initial course will cover the basic concepts of variables, data types, selection, iteration and search algorithms. The learning will be accessible for novices and those with some prior exposure to programming.
In the new year we will move onto data representation: bits and their storage and transmission. This unit also includes learning the binary number system. We will be dipping back into Python occasionally too.
The second half of the spring term will be taken up with more Python programming –recapping the basic concepts before moving onto more loops, functions and lists.
Summer 1 After Easter students will be studying cybersecurity: scams, misuse, protecting personal data, and piracy and copyright.
Summer 2
In the final half of the summer term, students will have the opportunity to write their own textbased adventure game in Python, as well as revise the topics for the end of year assessment.`
Design & Technology
When you stop and think about it, virtually everything around us has been designed and engineered in some way. D&T opens the door to a wide range of careers in the creative, engineering and manufacturing industries. It is also excellent preparation for careers in many other fields e.g. medicine, law and computer science.
Taught as a project-based learning experience with focus on sustainable thinking, and with connections to real-life industry. In Year 8 students will acquire the knowledge and understanding of both designing and making and the skills required to undertake the iterative design process of continuously improving a concept via exploring, creating, evaluating and creating prototypes. Students will be learning and using CAD/ CAM technologies to aid in design, analysis, and manufacturing. The majority of the course will be delivered through the practical application of this knowledge and understanding.
Studying design and technology equips students with essential skills for innovation, problem-solving, and practical application of knowledge. With the integration of physics and maths, students gain a deeper understanding of the scientific principles that drive technological advancements. This interdisciplinary approach fosters a greater understanding of our natural world and appreciation for the interconnectedness of science and technology in shaping our world.
Autumn 1
Spring 1
Core technical principles
New and emerging technologies
Energy generation and storage
Developments in new materials
Specialist technical principles
Forces and stresses
Ecological and social footprint
Selection of materials and components
Designing and making principles
Investigation, primary and secondary data
Summer 1
Environmental, social and economic challenges
The work of others
Design strategies
Communication of design ideas
Autumn 2
Spring 2
Core technical principles
Systems approach when designing
Mechanical devices
Materials and their working properties.
Specialist technical principles
Using and working with materials
Surface treatments and finishes
Specialist techniques and processes
Designing and making principles
Prototype development
Material management
Summer 2
Specialist tools and equipment
Specialist techniques and processes
Drama
Students will be introduced to various comedic techniques and styles in drama, including mischief theatre, slapstick, stage combat, physical comedy, vocal comedy, and scripted comedic scenes. Through practical exercises, scene study, and performance opportunities, students will develop their understanding and skills in comedic performance, emphasising timing, physicality, vocal delivery, and comedic storytelling.
How it will be assessed
Practical work: Students are assessed on their creative and collaborative ideas, which the teacher assesses through observations in class They are also marked on their performances
Written work: Students will be tested on their knowledge and understanding of keywords and their ability to analyse what their creative choices show
Autumn 1
Spring 1
Comedy Techniques
Slapstick Mime
Exaggeration
Improvisation
Noughts and Crosses Exploration
Exploring the themes of the play Noughts & Crosses by Malorie Blackman: racism, friendship and privilege
Learning a range of techniques to bring the play from page to stage
Autumn 2
Summer 1
Shakespeare 1: Exploration
Understanding the plot of the play
Exploring themes
Developing characters
Spring 2
Comedy performances and evaluation
Using voice for comic effect
Performing comedic scripts
Analysing the impact of choices
Noughts and Crosses
Performances and Evaluation
Performing small scenes from the play in group
Learning how to use voice, physicality and space to convey character and themes
Evaluate the impact of their Dramatic choices
Shakespeare 2: Performing
Learning lines and blocking
Summer 2
Performing to a live audience
Creating characters
English
Year 8
We begin Year 8 with Alex Wheatle’s Liccle Bit, a novel about 21st century hardships in the fictional town of Crongton. The novel deals with gang culture and we have found previous year 8 groups to really engage with the topical themes.
In Autumn 1, students will read the first half of the novel with a creative writing focus They will delve into Wheatle’s writing by examining his descriptions, and how he brings the novel to life through rich figurative language In Autumn 2, we will finish the novel by switching to an analytical focus This will involve the students delving into the deeper meanings of Wheatle’s language, whilst thinking about how he is engaging with modern contexts Additionally, one lesson per week throughout the year will be set aside for free reading on our Library Bus with a class reader, and specific curriculum time dedicated to spelling, punctuation and grammar
How it will be assessed
Autumn 1 Liccle Bit creative writing
Students will produce a piece of extended creative writing which will be marked on content, organisation, and SPaG
Autumn 2 Liccle Bit analytical writing
Students will be given an extract and will need to write an analytical essay (minimum three paragraphs) in response to a question They will be marked on how clear their responses are, their use of quotations, their analysis of Wheatle’s language, and their links to Wheatle’s wider ideas and context
Term
What are we studying?
Autumn 1 Liccle Bit by Alex Wheatle – creative writing focus
Autumn 2 Liccle Bit by Alex Wheatle – analytical writing focus
Term
Spring 1
Spring 2
What are we studying?
Epic Poetry
Students will explore Homer’s epics The Iliad and The Odyssey, and Virgil’s The Aeneid They will focus on the following themes:
Love and friendship | Fate | Free will | Honour | The glory of war Rage | Betrayal
Students will practise their comprehension skills and examine the text with a creative lens, producing text transformations and different pieces of transactional writing
Exploring the canon – character study
Students will be exposed to a range of texts from the literary canon; they will zoom in on key characters including their traits, their actions, and how the wider contexts of the novels contribute to their lives They will focus on the following characters and texts:
Bertha Mason, Jane Eyre Miss Havisham, Great Expectations
The Monster, Frankenstein My Hyde, Dr Jekyll and Mr Hyde Jay Gatsby, The Great Gatsby Winston Smith, 1984
Students will examine extracts from these texts and will continue to develop their analytical writing skills whilst dealing with more challenging nineteenth century texts
The Tempest by William Shakespeare In Summer 1, students will begin and cover the first half of the play
Students will learn about the context of the play and the time it was written
Students will conduct a detailed exploration of character relationships
Key themes that will be covered:
Summer 1
Summer 2
Fate | Magic and the supernatural | Revenge | Love | Forgiveness Man and monster
Students will continue to develop their analysis skills and in-depth essay writing
The Tempest by William Shakespeare, continued In Summer 2, students will complete and cover the second half of the play
Students will continue to develop their analysis skills and in-depth essay writing
Year 8 are going to start discovering their new textbook, Tricolore 2. The Tricolore method has proven to be very efficient in KS3 for GCSE preparation.
The students will start the year by talking about their city, shopping and food We will then move on to learning about European countries, places, and what to do in a city
How it will be assessed:
The four skills (reading, writing, listening and speaking) will be alternatively assessed There will be a test at the end of each unit for all the skills except speaking that will be carried out separately The speaking assessment usually takes place when the teacher feels the students confident enough Vocabulary tests will be done on a regular basis
Term
Autumn 1
Autumn 2
What are we studying?
In unit 1, the pupils will learn to talk about shops and shopping including what is sold in shops and say how much of something you want to buy they will also learn to talk about money and prices, and they will discuss choices when shopping they will learn about shopping in France and practise expressing their opinions at the end of unit 1 they will practise creative writing.
In unit 2, the pupils will talk about countries in Europe, they will learn the names of different countries and continents they will talk about modes of transports and what they are or aren't going to do the pupils will learn to talk about what they can and cannot do and they will be describing places
French continued
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
In unit 3 we will work on school and routine We will learn how to describe a morning or an evening routine, talk about daily activities, talk about what you do and don't want to do, talk more about school and describe a school trip or a day in a French school Our cultural focus will be to find out about Louis XIV.
Unit 4 is about family, we will learn how to describe yourself and others, greet and introduce people, talk about staying with a French family, discuss helping at home, talk about the past, use expressions of time, talk about presents and what you have done recently, describe a visit, talk about choices, talk about television and books, describe a favourite programme or book
In unit 5, we will find out about cafés in France, say what drink we’d like, learn how to buy drinks, food and snacks, describe food and recent meals, understand a short story, say what things did and did not happen, discuss menus, express likes and dislikes and order a restaurant meal
In unit 6, we will discuss travel plans and revise the 24-hour clock, understand and ask for rail information, learn which verbs of the perfect tense need the auxiliary être, talk about air travel, describe a journey and a day out, discuss what we did recently, give our opinion, find out about William the Conqueror, describe a journey in the past and practise creative writing
Geography
Students in year 8 start the year in autumn 1 answering the question ‘How has geography influenced extreme sports?’. This physical geography topic introduces students to coastal, tectonic and river processes whilst also building on their year 7 knowledge of weather and climate. Students will explore why surfing is popular in the south-west of the UK and rest of the world, where mountain ranges are and how these are formed over geological time and their importance to the ski industry, and how river profiles and landforms allow for kayaking around the world.
Moving into autumn 2, students will be introduced to globalisation by looking at ‘What lies in my iPhone?’ In this topic, we will understand important terms such as containerisation and globalisation, applying this to the increasing connectivity of the world and how raw materials are manufactured into products to be sold globally via supply networks Students will have the opportunity to think critically about the ethics of intensive production and working conditions in less developed countries, and how these issues can be solved
How it will be assessed
Autumn 1: assessment will take place halfway through the topic through a descriptive writing task where students link graphical data to wave formation processes An end of topic assessment will be in the form of an extended writing task answering the question ‘Is tourism good for the Alps?’, applying both justification and decision making
Autumn 2: assessment will be in form of a low stakes’ multiple-choice quiz halfway through the topic to identify understanding of key concepts and definitions, with a final poster assessment at the end of the topic
Geography
Term
Autumn 1
Autumn 2
Spring
Summer 1
Summer 2
What are we studying?
Focus: ‘How has geography influenced extreme sports?’
Focus: ‘What lies in my iPhone?’
Focus: ‘Do the push factors outweigh pull factors for international migration?’
Building on their year 7 knowledge of population through the lens of migration to urban areas within countries, and internal migration:
Understanding population distribution in the UK and factors influencing these patterns
Creation of population graphs through time
Describing different types of migrants and causes for migration.
Understanding both push and pull factors and their link to migration patterns.
Describing and explaining the positive and negative impacts of migration to both the source and origin countries
Exploring two separate case studies of migration: Mexico and Syria
Local school enquiry with a focus on environmental awareness
Students will build on their understanding of geographical enquiry from year 7 by designing and carrying out an investigation within school
·Understanding how to curate appropriate and achievable an enquiry question rooted in geographical theory.
·Learn how to design and carry out suitable surveys using Survey123 and using appropriate sampling strategies to ensure reliable, but representative data.
·Carry out basic data analysis using mathematical skills such as averages, ranges and percentages to inform conclusions.
·Present data using a range of techniques to help identify trends and draw meaningful conclusions.
Focus: ‘How sustainable is Glastonbury festival?’
Students will be introduced to the concept of climate change and sustainability by exploring the logistics behind a large-scale festival and consider its environmental impact:
Understanding environmental issues associated with festivals and the concept of climate change.
Describing resource security both locally and globally
Describing and explaining the issues of waste, power and transport covering social, economic and environmental challenges.
Being able to calculate and explain their carbon footprint and its importance to environmental sustainability.
Describing corporate sustainability and exploring positive and negative examples. Understanding the impact of consumption of meat and dairy on climate change.
Putting forwards solutions to issues impacting global sustainability.
History
Students will be immersed in British, European and world history, examining societies in depth across the medieval, early modern and late modern eras.
Each study begins in the medieval and takes a longitudinal approach to help students understand the world around them today They will explore the roots of modern-day China, Russia, Ukraine, India, America, and Britain, considering power, ordinary lives, beliefs, and cultural encounters
How it will be assessed
Students will complete in-class assessments, including essay writing, source analysis, and interrogating historians’ interpretations Essay writing will challenge students to communicate arguments about historical concepts, such as causes or consequences Source analysis will challenge students to critically evaluate materials from the past, explaining what we can learn from those materials and why they are valuable. Interrogating interpretations requires students to support and challenge views with evidence to test their credibility Assessments will take place throughout both half-terms, giving students opportunities to learn, apply, reflect and then practise again at regular intervals
History
continued
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Is Martin Sixsmith right about the ‘culture, beauty, and embryonic democracy’ of Kievan Rus?
How useful are primary chronicles for finding out about the beginnings of Kievan Rus?
·How successful was the rule of Oleg the Wise? Was Kievan Rus really a democratic state?
Why do Russia and Ukraine want to claim Anne of Kiev as their own?
Why do historians disagree about the consequences of the Mongol invasion?
How accurately does Eisenstein’s depict the events of 1242? Are any films about Russia and Ukraine reliable?
What can the Moscow Kremlin tell us about the origins of Muscovy?
Was China under the Tang Dynasty really ‘the greatest civilisation on earth’?
What can paintings tell us about the Tang Dynasty? Why was Xuanzang’s journey to India so important?
What impact did trade along the Silk Roads have on the Tang Dynasty?
What can the city of Chang tell us about life under Tang rule?
Does Empress Wu deserve her reputation as a ruthless murderer?
Were the Tang emperors to blame for the collapse of the dynasty?
·Shifts in power: what caused the English Civil War?
·Was the English Civil War significant?
·Why do historians argue about Oliver Cromwell?
Shifts in power: a world turned upside down 1660-1715?
·Shifts in power: worlds of difference in 17th Century America and Britain
·Shifts in power: is Howard Nenner right about the 18th Century monarchy?
·Was Blackadder right about 18th Century elections?
We will be continuing with John Taylor’s Latin to GCSE Syllabus finishing Book 1 looking at the foundation of Rome and the roman kings. We will also look at additional texts in translation to increase their understanding of the historical significance of these events in Roman history.
How it will be assessed
Students will be assessed on vocabulary knowledge 50 words per week There will be half termly comprehension and translation tasks to assess their vocabulary and syntactical knowledge
Autumn 1
Aeneas and the Roman Future
Personal pronouns and possessive adjectives
Future tense of ‘sum’ and ‘possum’
Adverbs from adjectives and temporal adverbs
From Aeneas to Romulus: The Roman kings
third person subject and object pronouns
third person subject and object possessives
Roman Heroes: Horatius and Mucius Scaevola
Comparative and superlative adjectives
Autumn 2
Spring 1
Summer
Passive voice verbs (imperfect, future and present)
Cloelia and Coriolanus
Future, present and perfect participles.
Negative and irregular imperatives.
Hannibal and the Third Punic War
Spring 2
Hannibal Crosses the alps with Elephants
deponent and semi-deponent verbs
Sabine Women and the Ascension of Romulus
Pluperfect tense of regular verbs
Pluperfect tense of ‘sum’ and ‘posse’
The reign of King Numa
Eo – to go (all tenses)
Prefixes and compound verbs: all 5 active tenses
Tarquinius Superbus - last king of Rome
The rise of the Roman Republic.
Cincinatus and the Verginia
Perfect and pluperfect passive verbs
If clauses
The Gauls approach self and same to want, to not want, to prefer (velle, nolle, malle)
Defending Rome
ferre, offere, auferre, tolle and compounds in active and passive voice
passive infinitives and indirect statements with infinitives
Hannibal and Scipio
During Autumn term, Year 8 will start with the topic "Where do you live,"
They will learn to describe about places in a town, use relative place words, use future time phrases to talk about weekend plans, talk about house using comparisons, discuss jobs and what they would like to do in the future and learn more about living in China
How it will be assessed
In addition to having a weekly vocabulary test, students will have an exam after each half term that will include listening, reading, translation, and writing exercises They will also have an oral exam to familiarize themselves with the format of the final exams
Autumn 1
Spring 1
JB2 Ch3 Where do you live?
Talking about place in a town
Learn to use relative place words
Using future time phrases to talk about weekend plans
JB2 Ch4 Shopping
Buying fruit and vegetables
Talking about buying clothes
Using the present continuous
JB2 Ch5 Travel in China
Learning to say the seasons and directions
Autumn 2
Summer 1
Talking about visiting Beijing
Understanding tourist information
Spring 2
JB2 Ch3 Where do you live?
Describing your house using comparisons
Talking about jobs and what you would like to do in the future
Learning more about living in China and aspect of life that has changed over time
JB2 Ch4 Shopping
Talking about online shopping
Learning about shopping in China and explore the customs and culture
Revision and exam
JB2 Ch5 Travel in China
Buying souvenirs
Summer 2
Learning about the Chinese New Year
Learning more about Chinese festivals
Maths
Throughout Year 8, students will broadly be following the Sparx Maths curriculum This is a great curriculum that can be used alongside our weekly homework, to ensure that students are on track and working well against other children of their age around the country.
The Autumn curriculum focuses in depth on percentages and money, before going into some deeper algebra than Year 7 and finally strengthens understanding on ratio
Percentages: including finding percentages of amounts, percentage change, working both forward and backward
Money: extends the Year 7 work on the four operations, to ensure students are confident calculating with decimals and in context
Indices: an introduction to the laws of indices both working with numbers and algebra
Algebra: deepening the understanding of linear equations to the point that students should be able to form any linear equation and solve it, both in and out of context
Ratio: a basic understanding of the concept of ratio, including simplifying, writing in the form 1:n and sharing in a ratio
How it will be assessed
Students will sit a 45 minute written assessment at the end of the term They will also have continuous assessment through low-stakes mini-tests, so that they can track their progress and what areas of development they might need to work on
Autumn 1
Spring 1
Summer 1
Percentages and Money Indices Equations
Rounding Coordinates Area including Circles
Standard Form
Linear Graphs Transformations
Angles in Parallel Lines Statistical Diagrams
Autumn 2
Spring 2
Summer 2
Expressions and Equations Measures
Venn Diagrams
3D shapes including volume and surface area
Inequalities Algebraic Fractions
Students will begin the year working on variations on a theme Variation form is a way of writing music where a composer takes a tune (called a theme) and develops it by changing it in many ways.
Students will study the common musical form looking at the theme and variations, analysing Mozart's variations on ‘Twinkle, Twinkle Little Star’ Students will then take a well-known theme and create their own variations on the keyboard Students will complete this topic creating their own Christmas song arrangement or remix in the Tech Lab
How it will be assessed
Theme and variations performance on the keyboard in pairs
Christmas tune remix composition on Logic Pro
Autumn 1
Spring 1
Theme and Variations:
Analysis of well-known themes and variations
Study of the musical elements to change a musical theme
Playing well known themes on the keyboard
Creating own variations on a wellknown theme
Blues and Jazz:
The origins of blues
Listening and analysing to famous blues pieces
Playing the 12-bar blues chord progression and walking bass
Improvisation using the blues scale
Autumn 2
Summer 1
Programme Music:
Listening and analysing music that tells a story
How the elements of music are used to evoke emotion
Spring 2
Christmas Song Arrangements:
Tech Lab skills using Logic Pro
Recording a well-known Christmas
Carol into Logic Pro
Remixing, using premade and own loops
Music editing skills
Summer 2
Blues and Jazz continued:
Preparing for blues performance
Blues influence on other genres: jazz and modern music
Recording blues compositions in the Tech Lab using Logic Pro
Writing a story board and creating music in pairs to match the story
Performance of programme music compositions
Year 8 Curriculum Overview Autumn Term 2024
The Year 8 students will focus on the sports of football, netball and padel tennis. The lessons will be taught off-site at St Mary’s University so that they can utilise their indoor facilities/outdoor pitches and at Imber court for their padel courts.
In football, the students will apply their passing, shooting and dribbling in small-sided games with an onus on attack vs defence. The students will be taught the correct technique to perform the skills and will learn through individual practice, partner work and group tasks, so the students can enhance their understanding of the sport.
In netball, the students will expand their knowledge of the fundamental skills needed to play the sport – throwing, catching and movement. Students will be taught the rules of the game, the basic positions, how to shoot and the different types of passes they can use in competitive game situations. They will learn through will learn through practicing with their partner and group tasks the students broaden their understanding of the sport.
In padel tennis, the students will learn the basics rules, how to serve correctly, how to the play different shots (drop shots and volleys) and compete in class tournaments. They will learn through one to on coaching, partner rallies and competitive game situations.
How it will be assessed
In football and netball, the students will be assessed on their replication of skills, ability to influence the game, to be able to make tactical changes in a game and the ability to analyse performances of their own and their opponents. The teacher will assess this through observations in Sports lessons and mark their performance in games. In padel tennis, the students will be assessed on their replicates of shots, tactical awareness and ability to evaluate performance, skill and tactics within a competitive game situation. The teacher will assess this through observations in the Sports lessons and mark their performance in games.
Term
Autumn
Spring
Summer
What are we studying?
Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence.
Netball: Passing, shooting, attack vs defence, positions & conditioned games. Padel tennis: Rules, service, shots, tactics and tournaments.
Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Indoor climbing: safety, tactics, body weight exercises, competitive climbing tasks. Golf: putting, driving, mini golf and house tournament.
Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.
PSHE
We begin PSHE across the senior school by exploring the topic ‘Living in the Wider World’
In Year 8 we begin by looking at the year ahead and a new beginning, thinking about our strengths and communication styles We then spend some time thinking about careers and future employment before thinking about finance and money management In the second half of the term, we will be looking at tolerance and anti-racism, thinking about current and historical issues around the world and in Britain
We aim to make all PSHE sessions as relevant to the students and their current needs and concerns, therefore out content is changeable, and suggestions and feedback are welcome at any time from students and parents
How it will be assessed
PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application At the end of each half term, the students will complete self-reflection sheets for teachers to monitor understanding and adapt future teaching
What are we studying? Term
Communication skills
Managing my behaviour
Autumn 1
Spring 1
Summer 1
Personal development and target settings
Careers and employment skills
Income and expenditure
Consent Contraception
The dangers of pornography and ‘sexting’
STIs
Body image
Vaping, nicotine and addiction
Teen pregnancy and parenting
Cancer awareness
Autumn 2
Spring 2
Summer 2
What are we studying?
Tolerance and anti-racism
Dangers of extreme leaders
Preventing radicalisation and extremism
Healthy behaviours in relationships
Gender and stereotypes
Homophobia
Prejudice
What is mindfulness?
Self-confidence and goals
Emotional literacy and selfawareness
Science
For the first term of the year, they will cover health and lifestyle, the periodic table, and electricity and magnetism before moving on to look at biological processes.
In the health and lifestyle topic, they will cover lessons about nutrition, food tests, unhealthy diets, the digestive system, bacteria and enzymes, drugs, alcohol, and smoking.
In the periodic table topic, they will learn about elements, physical and chemical properties of metals and non-metals, and different groups in the periodic table.
In the physics topic, Electricity and Magnetism, they will learn about circuits, current, potential difference, resistance, magnetic fields, and electromagnets.
In the second biology topic of biological processes, they will learn how plants make food through the process of photosynthesis and its importance for all life on Earth. They will look at how leaves are adapted to maximise this process and the effects of minerals on plant growth. They will then move on to the process of respiration and will compare aerobic respiration to anaerobic respiration in animals and fermentation in plants.
The textbook we are using this year is an online textbook using the Kerboodle platform. Students will be shown how to log in and access this during their first few science lessons.
How it will be assessed
Approximately each half term there will be a mini test on the topics covered that half term or term. These will take place during normal lessons and will be timed to coincide with the ending of topics, so may not be exactly at the end of each half term. At the end of the year there will be an end of year exam covering all the topics looked at over the whole year. This will be during the school’s assessment week and will be a longer exam.
Autumn 1 Health
The Periodic Table Health and Periodic Table test
Autumn 2
Spring 1
Summer 1
Chemical Reactions
Chemical Reactions Test
Ecosystems and Adaptations Metals
Ecosystems, Adaptations, and Metals test
Spring 2
Electricity and Magnetism
Biological Processes
Electricity, Magnetism, and Biological Processes Test
Separation Techniques Energy
Separation Techniques and Energy Test
Further Metals
Summer 2
Ecology Project End of Year exam
2
lessons a week
Year 8 will begin this course by delving deeper into GCSE topics During the first term, they will learn to introduce themselves and talk in more detail about themselves, both physically and in terms of personality and their families, as well as what they like to do in their free time, even depending on the weather They will also be able to express their hobbies in detail, including when they do them and why they like them The future and conditional tenses will be introduced to discuss future plans related to these topics
4 lessons a week
In addition to the topics covered, for students who have chosen to take two classes a week, the theme of plans to go out with friends will be added This will involve using both the present and future tenses, as well as covering clothing and shopping
How it will be assessed
When it comes to assessing this part and ensuring that students have acquired the appropriate knowledge on the topic, they will have a written exam that includes reading, listening, translations, and writing sections
Term
Autumn 1
What are we studying? Stream 1
“ Mi familia y yo” (My family and I)
Description of myself and members of my family
Comparatives - Who do I look like?
Relationships: To get on well with And reasons
Things you like to do with your family
“En mi tiempo libre/Mis pasatiempos” (Hobbies)
Things you like to do and reasons
Things you do depending on the weather
Sports
Adverbs of time
What are we studying? Stream 2
“ Mi familia y yo” (My family and I)
Description of myself and members of my family
Comparatives - Who do I look like?
Relationships: To get on well with And reasons
Things you like to do with your family
Term
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying? Stream 1
Todo sobre mi vida” (All about my life)
What do you use your phone for?
Music
TV programmes and cinema
Past tense
Things you did recently
Revision of the whole topic
“ En el restaurante” (At the restaurant)
Meals during the day
Understanding the menu
How to order at the restaurant
Near future (I m going to have )
Things you are going to buy
Using three tenses together
Improving how to get opinion
Revision
“Planes con los amigos” (Plans with friends)
Arranging to go out
Querer/poder
Getting ready Using reflexive verbs
Clothes
Events
Revision
“ De compras” (Shopping)
Shops and items
What you have in your city
And what you would like to have
Problems at the shops and solutions
Revision of the whole year material for the end of year assessment.
What are we studying? Stream 2
“En mi tiempo libre/Mis pasatiempos” (Hobbies)
Things you like to do and reasons
Things you do depending on the weather
Sports
Adverbs of time
“ Todo sobre mi vida” (All about my life)
What do you use your phone for?
Music
TV programmes and cinema
“Todo sobre mi vida “(Part 2)
Past tense
Things you did recently
Revision of the whole topic
“ En el restaurante” (At the restaurant)
Meals during the day
Understanding the menu
How to order at the restaurant
Near future (I m going to have )
Things you are going to buy
Revision of the whole year material for the end of year assessment.