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
Two colour projects will further develop students’ understanding of the properties of colour and their interactive relationships this term. They will explore limited palettes and complementary colours through painting and collage, inspired by the artists Gabrielle Munter and Stuart Davis.
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 1 Graphic design
What are we studying?
Autumn 2
Spring 1 and 2
Interaction of colours.
Looking at the work of Josef Albers, students reinforce their knowledge of the properties of colours And study 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
Summer 1 and 2
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
Summer 1
Summer 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.
After Easter students will be studying cybersecurity: scams, misuse, protecting personal data, and piracy and copyright.
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
In the Spring term Y8 students in D&T will work on a Parasitic Micro Home design project and develop an understanding of a real-life design brief. They will develop realistic proposals as a result of research, and exploration of design opportunities considering a wide range of design specifications including environmental concerns, client needs and values, cost and safety. They will learn a range of techniques to communicate their ideas and combine and refine these into a final Parasitic Micro Home design.
Students will develop an understanding of some materials and technologies that may be used in realising the building and will undertake the iterative design process to continuously develop and evaluate their designs. Students will learn about specialist technical principles in using papers and boards to create models of their design ideas, and their sources, origins and properties, and demonstrate safe working practices in design and technology. In the second half of the term, students will begin to learn to use Blender, an industry-standard 3D design software and learn about 3D printing technology.
Their work will be recorded in the form of an online PowerPoint Portfolio through which students will develop important presentation and technical skills
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 explore devising techniques like creating monologues, cross-cutting, and movement motifs to develop a drama piece inspired by the theme of refugees. They’ll use monologues to bring personal stories to life, cross-cutting to highlight different perspectives and experiences, and movement to express emotions and journeys beyond words. Through research, collaboration, and creativity, students will build a powerful performance that deepens their understanding of the refugee experience while developing their drama skills
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
Year 8 Curriculum Overview Spring Term 2025
This Spring, Year 8 will be going back to the very foundations of European literature, studying Homer’s Iliad and Odyssey, together with Virgil’s Aeneid. This unit of work has two principal focuses: spelling, punctuation, grammar and vocabulary; and cultural enrichment.
Students will delve into Homer’s writing and characters by examining his descriptions, his famous epithets, and how he brings the heroes of the Trojan war to life We will use a combination of translations, including classic renderings by Richmond Lattimore, and the recent acclaimed versions in iambic pentameter by Emily Wilson In Spring 2, we will continue this cultural focus by exploring a range of texts from the canon of English literature The focus of this work will be analytical skills, building upon the analyses carried out in our studies of Liccle Bit and epic poetry
How it will be assessed
Spring 1 Epic Poetry:
Students will write a stylised rhetorical speech from the point of view of Odysseus’s wife Penelope, which will be marked both as a piece of writing, and as a spoken performance
Spring 2 Exploring the canon:
Students will be given an extract and will need to write an analytical essay (minimum three paragraphs) They will be marked on how clear their responses are, their use of quotations, their analysis of writers’ language, and their links to wider ideas, purpose and context
Term
Autumn 1
Autumn 2
What are we studying?
Liccle Bit by Alex Wheatle – creative writing focus
Liccle Bit by Alex Wheatle – analytical writing focus
English,
continued
Term
Spring 1
Epic Poetry
What are we studying?
Spring 2
Summer 1
Summer 2
Spring Term 2025
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. The final assessment will be a stylised rhetorical speech from the point of view of Odysseus’s wife Penelope, which will be marked both as a piece of writing and as a spoken performance.
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:
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 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:
Fate | Magic and the supernatural | Revenge | Love | Forgiveness Man and monster
Students will continue to develop their analytical skills and in-depth essay writing
Year 8 (Perrine’s set)
We will continue our work on Tricolore 2 and start units 3 and 4 The students will find out about school life in France, revise school subjects and express opinions, describe morning and evening routines using reflexive verbs in the affirmative and negative forms, and talk about a school trip Then we will learn to describe ourselves and others, greet and introduce people We will focus on describing how we help at home and talk about the past
Year 8 (Clarisse’ set)
After having studied some basic grammar concepts in Autumn Term, students will be ready to discover Tricolore 1 We will start with unit 6, talking about the weather Students will learn about different types of weather and learn about months and seasons They will also revise –ER verbs In unit 7, students will learn about French cities, giving directions and discuss possible activities in a town
Year 8 (Portia’s set)
We will continue our work on Tricolore 2 and start units 3 and 4 The students will find out about school life in France, revise school subjects and express opinions, describe morning and evening routines using reflexive verbs in the affirmative and negative forms, and talk about a school trip Then we will learn to describe ourselves and others, greet and introduce people We will focus on describing how we help at home and talk about the past
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
French
Autumn 1
Autumn 2
Unit 1: In Town
Talk about shops and shopping including what is sold in shops and say how much of something you want to buy
Talk about money and prices, and discuss choices when shopping
Shopping in France
Practise expressing opinions
Practise creative writing
Term
Unit 2: We make plans
Talk about countries in Europe
Learn the names of different countries and continents
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.
The partitive article
Some -er verbs
Regular -re verbs
Expressions of quantity
Negative form
Regular -ir verbs
What are we studying?
“to”, “at”, “in” a town, country, continent
The verb “partir”
The verb “venir”
The future with aller (and the negative form)
The verb “pouvoir” + infinitive
The infinitive
Autumn 1
Autumn 2
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
FLAM
c o n t e n t
S p r i n g
Y e a r s u m m a r y
In the first part of the term, Epic and Heroism, students will study epic and heroic literature through works such as The Iliad and The Odyssey by Homer, The Aeneid by Virgil, Treasure Island by R L Stevenson, extracts from The Adventures of Tintin by Hergé, and Suzanne Collins’ The Hunger Games The focus will be on understanding heroism, exploring literary genres, and analysing the graphic novel form, alongside revising the imperfect tense and practising the use of descriptive adjectives
In the second part, Comedy and Theatre, centres on Molière’s Les Fourberies de Scapin, where students will explore theatrical performance, comedic techniques, and the conventions of theatre Language study will focus on the correct use of the present subjunctive and the imperative Across both units, students will develop literary appreciation, critical thinking, and linguistic accuracy
How it will be assessed:
At the end of each unit, students will be assessed on their reading comprehension, grammar skills and writing abilities
They will be asked to write and present one book review on the 19th March Term
What are we studying? 5ème
Découvrir des oeuvres poétiques :
« Ondine » d’Aloysius Bertrand ;
« Le Grand Combat » d’Henri Michaux ;
« Littérature » de Robert Desnos« L’Huître » de Francis Ponge ;
« La Cimaise et la Fraction » de Raymond Queneau ;
Autumn 1
Autumn 2
« L’Huître » de Francis Ponge
Lire et réciter un poème
Revoir les classes grammaticales
Repérer et accorder un verbe avec son sujet
Utiliser les temps et les modes
Connaître les caractéristiques du poème
Récits d’enfance et d’adolescence :
Découvrir des extraits d’œuvres majeures : Les Aventures de Tom Sawyer de Mark Twain, Un bon petit diable de la comtesse de Ségur, La Gloire de mon père de Marcel Pagnol, Moi, Boy de Roald Dahl, La Promesse de l’aube de Romain Gary, Autobiographie d’une courgette de Gilles Paris
Analyser les rapports entre l’enfant (ou l’adolescent) et le monde qui l’entoure
Découvrir le registre comique
Découvrir plusieurs procédés littéraires
Approfondir la connaissance des genres littéraires
Revoir les principes fondamentaux de la construction syntaxique avec la phrase simple et la phrase complexe
Revoir des temps indispensables à la construction du récit : le présent et le passé simple de l’indicatif
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying? 5ème
Découvrir des œuvres et des textes relevant de l’épopée, du roman et de la bande dessinée : L’Iliade et l’Odyssée d’Homère ; L’Énéide de Virgile ; L’Île au trésor de R L Stevenson ; Des extraits d’albums de Tintin d’Hergé ; Hunger Games de Suzanne Collins
Découvrir la notion de héros et d’action héroïque
Approfondir la connaissance des genres littéraires
Connaître les caractéristiques de la bande dessinée
Revoir un des temps indispensables à la construction du récit : l’imparfait
Repérer et employer l’adjectif qualificatif
Découvrir et lire une comédie de Molière : Les Fourberies de Scapin
Jouer un personnage de théâtre
Découvrir les différents types de comique
Approfondir la connaissance du genre théâtral
Reconnaître et employer le subjonctif présent
Reconnaître et employer l’impératif
Lire un conte merveilleux qui propose la représentation de mondes imaginaires : « La Petite Sirène » de Hans Christian Andersen
Imaginer un monde relevant du merveilleux
Approfondir la connaissance des genres littéraires
Reconnaître et construire des groupes nominaux
Revoir un temps indispensable à la construction du récit : le passé simple
Découvrir le monde médiéval grâce à des figures héroïques du Moyen Âge
Approfondir la notion de héros et ses caractéristiques
Inscrire le héros médiéval et ses valeurs dans une permanence
Jouer avec le lexique et son histoire pour comprendre notre langue
Savoir analyser la phrase simple en utilisant les notions de constituants facultatifs et obligatoires
Geography
After exploring the wider consequences of globalisation in Autumn 2, students at HCH will continue to focus on human geographical change, this time exploring urban geography and how populations change.
This is important conceptual understanding that will be built on when students learn development in year 9 Focussed firstly closer to home, students will learn how the population is distributed around the United Kingdom and reasons behind this They will develop key graphical skills by creating their own population graphs of the UK’s history before exploring migration more closely Students will then get to understand the different reasons for migration and how migrants can both positively and negatively impact countries of origin and source Finally, they will apply all their understanding finally to two contrasting global examples, Syria and Mexico
How it will be assessed
This will be in the form of a written test halfway through the scheme of work, testing students on their understanding of key principles of migration and population change Final assessment will be in the form of a creative and informative poster of their case study examples
Geography continued
Term
Autumn 1
What are we studying?
Focus: ‘How has geography influenced extreme sports?’
Autumn 2 Focus: ‘What lies in my Frappucino?’
Spring 1 and 2
Focus: ‘Do the push factors outweigh pull factors for international migration?’
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.
Summer 1
Summer 2
·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?
Year 8 Curriculum Overview Spring Term 2025
In the spring term year 8 will be moving to Latin to GCSE Chapter 7 revising and consolidating the 5 tenses of regular and irregular compound verbs, exploring comparative and superlative adjective and adverb forms of 2-12 and 3rd declension nouns We also explore negative and irregular imperatives alongside the passive voice for the imperfect, future, and present tense verbs. Students will continue to expand their comprehension and translation skills exploring the stories of Roman Heroes and heroines: Horatius and Mucius Scaevola, Cloelia and Coriolanus At the end of the Spring term, year 8 will complete the second of their 200-word source-based responses for the Latin entry level award on the topic of Roman religion.
How
it will be assessed
Students will be assessed on vocabulary knowledge 20-5 words per week There will be half termly comprehension and translation tasks to assess their vocabulary and syntactical knowledge 200-word source-based response for the Latin entry level award on the topic of Roman religion under timed conditions
Aeneas and the Roman Future
Personal pronouns and possessive adjectives
Future tense of ‘sum’ and ‘possum’
Adverbs from adjectives and temporal adverbs
Autumn 1
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
Spring 1
Passive voice verbs (imperfect, future and present)
Cloelia and Coriolanus
Future, present and perfect participles.
Negative and irregular imperatives.
Autumn 2
Spring 2
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
Summer
Hannibal and the Third Punic War
Hannibal Crosses the alps with Elephants deponent and semi-deponent verbs passive infinitives and indirect statements with infinitives
Hannibal and Scipio
During Spring term, Year 8 Mandarin students will start with the topic "Shopping," where they will learn to talk about buying clothes, buying fruit and vegetables, using the present continuous, online shopping, shopping in China.
In the spring term, Mandarin students will have the opportunity to explore and immerse themselves in Chinese culture They will engage in a variety of activities that highlight traditions, customs, and the vibrant celebrations surrounding Chinese New Year Additionally, students will have the chance to participate in performances, further enhancing their understanding and appreciation of Chinese culture
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
JB2 Ch3 Where do you live?
Talking about place in a town
Autumn 1
Spring 1
Summer 1
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
Talking about visiting Beijing
Understanding tourist information
Autumn 2
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 broaden their mathematical understanding with a wide range of topics. In Spring in particular they will study the following topics:
Index Laws: including multiplication and division, the power law and using these with standard form
Equation of a Line: looking at the algebraic and geometric representations of lines and how they are related, including calculating gradients and understanding intercepts of graphs
Sequences: understanding how arithmetic sequences are calculated and how they relate to the equation of a line above
Conversions: being able to convert between different metric measures and how to know when different measures and appropriate
Construction: introduction to the concept of loci and accurate construction, as well as using ratio to calculate true distances on maps
Probability: using experiments to form experimental probabilities and an introduction to sample space diagrams
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
Index Laws
Equations of Straight Lines
Sequences
Metric Conversions
Calculator Skills
Nets
Averages and Range
Autumn 2
Spring 2
Sequences
Ratio
Ratio
Constructions and Loci
Probability
Summer 2
Volume and Surface Area
At the start of the Spring term pupils will develop their knowledge and understanding of blues music, through listening, composing, and performing.
They will also learn about the history, instruments, and features of the music Through their study of blues, they will develop their understanding of music theory by learning primary chords on the keyboard or guitar, the blues scale and walking bass Pupils will also have the opportunity to choose, play, practise, and perform a piece of their own choice as a soloist or in a group
How it will be assessed
Continual assessment in class
Listening assessments
Performing, improvising, and composing pieces on a blues style
Co-operative group work
Performing own choice piece
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
In the Spring Term, Year 8 students will participate in golf at Sandown Park Golf Centre and volleyball at St Mary’s University, taking advantage of their indoor facilities.
During the golf sessions, students will receive instruction on proper stance and swing techniques. They will also deepen their understanding of chipping, pitching, club selection, and strategies for navigating a mini golf course. In volleyball, students will focus on effective serving, various passing techniques, setting, and the tactics required for attacking, setting, and digging.
In addition to these activities, students will be introduced to table tennis during on-site lessons and will engage in a fitness unit. They will explore grip techniques, serving, and rally control, while practicing forehand and backhand shots, including those with spin, and developing tactical strategies for gameplay. The fitness sessions will address the different components of fitness, training systems, and their application in the various sports practiced at Hampton Court House.
How it will be assessed
In golf, students will be evaluated based on their grip, stance, and posture, as well as their performance in putting, chipping, and pitching, focusing on accuracy, distance, and control.
In volleyball, students will be assessed on the technical skills of passing, setting, spiking and digging with evaluations in court positioning and decision-making.
In table tennis, students will be evaluated on their grip, shot execution, court positioning, serving skills, and in-game strategies.
In the fitness unit, students will be assessed on their physical fitness levels, comprehension of fitness principles, and their ability to track progress effectively.
Term
Autumn
Spring 1
Spring 2
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.
Golf: putting, driving, mini golf and house tournament.
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
Year 8 Curriculum Overview Spring Term 2025
This term across the senior years, we will be exploring the Relationships and Sex Education strand of PSHE In Year 8 we begin by looking at relationships, focusing on healthy behaviours in relationships, gender and stereotypes, finishing with homophobia/transphobia and prejudice. In the second half of the term, we focus on sex education, looking at consent, contraception and STI’s. We then look at the dangers of pornography and ‘sexting’
Please note that you can request any lesson resources for PSHE at any time if you would like to look at how a particular topic is taught From years 7 – 10, you may also withdraw your child from sex education lessons, these are just the lessons taught in the second half of the term A form will be sent to parents to complete if you wish to withdraw your child and alternative arrangements will be made for them
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 What are we studying?
Living in the Wider World: Communication skills
Managing my behaviour
Autumn 1
Spring 1
Summer 1
Personal development and target settings
Careers and employment skills
Income and expenditure
Relationships and Sex Education:
Healthy behaviours in relationships
Gender and stereotypes Homophobia
Prejudice
Healthy Body and Healthy Mind: Body image
Vaping, nicotine and addiction
Teen pregnancy and parenting
Cancer awareness
Autumn 2
Tolerance and anti-racism
Dangers of extreme leaders
Preventing radicalisation and extremism
Spring 2
Summer 2
Consent Contraception
The dangers of pornography and ‘sexting’
STI’s
What is mindfulness?
Self-confidence and goals
Emotional literacy and selfawareness
Science
In Term 1 of 2025, the students will cover four key topics: Electricity and Magnetism, Biological Processes, Chemical Reactions, and Separation Techniques. Here’s an outline of the topics along with safe experiments suitable for a KS3 cohort.
Electricity and Magnetism
Students will explore fundamental concepts through hands-on experiments such as:
Building Simple Circuits: Construct series and parallel circuits using batteries, bulbs, and switches to observe how electricity flows
Measuring Current and Voltage: Use ammeters and voltmeters to measure current and potential difference in circuits
Investigating Resistance: Explore how wire length or thickness affects resistance by measuring changes in brightness or multimeter readings
Creating an Electromagnet: Wrap a coil of wire around an iron nail and connect it to a power source to create an electromagnet, testing its strength by picking up paper clips
Exploring Magnetic Fields: Visualise magnetic fields using iron filings and bar magnets
Biological Processes
This topic will focus on photosynthesis and respiration through engaging experiments such as:
Investigating Photosynthesis: Place pondweed in water with a light source and observe oxygen bubbles produced during photosynthesis
Leaf Starch Test: Test leaves for the presence of starch by boiling them, removing chlorophyll with alcohol, and applying iodine to see if photosynthesis has occurred
Factors Affecting Photosynthesis: Vary light intensity or carbon dioxide levels to observe their effects on the rate of photosynthesis in plants
Measuring Respiration in Plants: Use germinating seeds in a sealed container with limewater to show carbon dioxide production during respiration
Comparing Aerobic and Anaerobic Respiration: Investigate respiration in yeast by observing carbon dioxide production during fermentation
Chemical Reactions
Students will explore chemical reactions through safe experiments such as:
Combustion of Magnesium: Observe the bright flame produced when magnesium burns in oxygen (conducted with safety goggles)
Neutralisation Reactions: Mix vinegar (acid) with baking soda (alkali) and observe the release of carbon dioxide gas
Displacement Reactions: Conduct simple metal displacement reactions, such as adding zinc to copper sulfate solution
Reaction Rate Investigations: Test how temperature or particle size affects the rate of reaction between marble chips and acid
Science continued
Separation Techniques
Students will practice separating mixtures using the following methods:
Filtration: Separate sand from a sand-and-water mixture using filter paper and a funnel
Evaporation: Evaporate a salt solution to leave behind salt crystals
Distillation: Demonstrate simple distillation by heating water and collecting the condensed steam to separate pure water from a solution
Chromatography: Separate different coloured inks using chromatography paper and water to observe how they travel at different rates
These experiments are designed to be interactive, educational, and safe for KS3 students while reinforcing essential scientific concepts The textbook we are using this year is an online textbook using the Kerboodle platform Students have been shown how to log in and access this during last term
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
Electricity and Magnetism
Biological Processes
Spring 1
Summer 1
Electricity, Magnetism, and Biological Processes Test
Energy
Ecosystems and Adaptations
Metals
Ecosystems, Adaptations, and Metals test
Autumn 2 Health The Periodic Table
Chemical Reactions
Separation Techniques
Spring 2
Separation Techniques and Energy Test
Summer 2
Further Metals
Ecology Project End of Year exam
Unit 3: Interests and Free Time:
This term, Year 8 students have focused on discussing hobbies, sports, and music They have learned how to talk about their favourite activities, sports they play or follow, and the music they enjoy They have also explored how to express personal opinions about these interests In addition, students have been introduced to the past and future tenses, enabling them to discuss their past hobbies or future plans more effectively
Unit 4: Technology and Social Media:
Students have explored the role of technology and social media in their daily lives They have learned how to describe their use of devices, social networks, and apps in Spanish The topic has also allowed students to practice expressing opinions about technology and its impact By incorporating the past and future tenses, they can now discuss their past experiences with technology and their future expectations or plans regarding social media
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
Year 8 Curriculum Overview
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.