Habs Girls Year 8 Curriculum Overview 2026 by Habs Elstree Schools

Year 8 Curriculum Overview

Habs Girls | Curriculum Booklet

Contents Introduction

Habits

Welcome message

Subjects Art

Biology

Chemistry

Computing

Drama

Design and Technology

English

French

Geography

German

History

Latin

Mathematics

Music

PSHE

Physical Education

Physics

Religion and Philosophy

Spanish

Spanish (Beginners)

Habs Girls | Curriculum Booklet

Introduction In the pages that follow, each subject outlines the core content of its curriculum, what students should aim to achieve, and how this links to our Habits framework. In each section of the booklet, you will find the following elements: Curriculum Aims: While every subject supports students in developing Habits, each also has broader, subject-specific objectives, outlined on the subject page. A Signature Project: An area of the curriculum that the department is especially proud of, offering opportunities for more extensive discussion and reflection on Habits. Other areas where Habits are developed: In some subjects, this takes the form of specific projects designed with Habits in mind; in others, Habits are woven more consistently throughout the year. Opportunities for Scholarship: This section highlights opportunities for students to stretch their thinking in subjects they feel particularly passionate about. Subject Outline: A brief overview of the topics covered during the year. This is intended as a guide; more precise details may be provided ahead of key assessments.

Habs Girls | Curriculum Booklet

Habits defines what we stand for and provides the foundation for everything our students achieve. They enhance academic performance, shape character and enrich life beyond the classroom. By grounding our four core values in 12 practical Habits, we ensure that our students develop the mindset and skills to flourish in all areas of school life and far beyond.

Habs Girls | Curriculum Booklet

Welcome to Year 8 Dear parents, guardians and all our new Year 8 students, We are very pleased to share this summary of our Year 8 curriculum. We hope that your daughter will enjoy the range of subjects on offer and seize the opportunities available to her at Habs.

As we consider a changing world, especially given the rapid development of artificial intelligence, teachers at Habs are thinking deeply about the curriculum we offer and how we teach. There is still much that is enormously valuable about a traditional academic curriculum, but also a need for students to articulate the skills and dispositions they have developed throughout their school experience.

This pressing need has underpinned our work on our Habits framework. Although it is very difficult to predict what knowledge and skills jobs in the 2030s or 2040s might require, we believe that there are dispositions that will continue to be valuable throughout the 21st century. We have framed these as ‘Habits’, which have been woven into every subject across the curriculum and will inform the conversations we have with students about their learning, whether in the classroom, in tutorials or in the co-curricular provision. Our Habits framework underpins everything we stand for as a community. We aim to inspire curiosity and scholarship, and foster a lasting desire to learn through our extensive curriculum and fantastic co-curricular provision. In everything they do, we encourage students to set their sights high on what they want to achieve, whether that be academically, on the stage or on the sports field. By embedding these Habits into our pastoral care and daily school life, we aim to empower them to develop the character and mindset required to have a profound impact in the world around them.

DR HAZEL BAGWORTH-MANN HEADMISTRESS

Habs Girls | Curriculum Booklet

Art Curriculum Aims

In Year 8, the central focus is on developing students’ skills and understanding of three-dimensional art. Particular emphasis is placed on the formal elements of form and shape, enabling students to explore how these underpin successful sculptural work. Students are introduced to ceramics, plaster, paper manipulation and wire—and are encouraged to experiment confidently as they learn how to handle and transform these media effectively. Students are encouraged to generate personal ideas and take ownership of their projects, fostering both creativity and resilience. Drawing remains an essential component of all projects, helping students to develop their observational and recording skills, as well as to explore and refine ideas. Throughout the year, students evaluate their own work and that of others.

This reflective practice supports the development of critical thinking and helps each student to build their own distinct artistic voice.

Habs Girls | Curriculum Booklet

Art Signature Project: Bronze Arts Award (Summer Term) Content

Outcome

Habits Spotlight

Students will take part in the Arts Award programme (Trinity College London), a nationally recognised qualification. Work towards the Bronze Award begins in lessons, alongside independent creative tasks designed to help students build their portfolios. The award is highly flexible, allowing students to personalise their experience by specialising in one or more creative disciplines.

Students will achieve a nationally recognised qualification supported by a portfolio of evidence. By December of Year 9, those who have completed the award will enter the assessment phase, with work externally moderated by Trinity College London. Successful students will receive a certificate and a prize.

The Arts Award supports the development of a range of key learning habits. Students are encouraged to be ambitious as they acquire new skills, demonstrate risk-taking and collaboration in leadership, and show creativity and initiative through their research and interviews with practising artists.

Other areas where Habits are developed Throughout Year 8, we actively nurture a culture of curiosity, encouraging open-mindedness and critical thinking within the art studio. Through our visiting artist programme, students have the opportunity to engage directly with a practising artist, often a sculptor, by interviewing them and responding creatively to their work. Exposure to the work and professional journeys of artists and designers broadens students’ perspectives and challenges them to think in new and imaginative ways. During this year, students undertake ambitious sculptural projects that promote resilience and continuous learning as they develop key practical skills in ceramics, plaster or paper, alongside the ability review, refine, and thoughtfully evolve their work as it progresses

Opportunities for Scholarship beyond lessons We encourage our students to enter works into the Royal Academy’s Young Artist Show each year. We also provide the opportunity to attend Life Drawing sessions after school or during lunchtimes.

Habs Girls | Curriculum Booklet

Art Subject Outline

Autumn Term

Spring Term

Summer Term

During the first term we embark on a major sculptural project in ceramics, plaster or papier-mache using the theme ‘Openings & Entrances’.

We continue to investigate sculpture and form, using NATURAL FORMS as our inspiration.

We begin work on the Bronze Arts Award in lessons. Students will be introduced to the whole award scheme and with teacher-led tasks, will embark on one or two of the parts listed below:

• Explore thematic possibilities. • Research the work of sculptors and crafts people, learning to annotate around images and apply personal judgements. • Make observational and imaginative drawings in response to early starting points and artists’ work. These might be large and out of sketchbook at times. • Develop confidence in drawing skills through using TONE to describe FORM. • Develop own ideas for construction. • Explore and refine materials and processes. • Make a three-dimensional form that expresses the theme ‘Openings and Entrances’. • Learn to review and refine as the work progresses.

• Observational Drawings. • Artist visit - James Lake or alternative sculptor. • Students learn to interview and work with a practising artist. They learn to present their discoveries and experiences on their sketchbook. • Students create a large group sculpture and learn to work creatively as a team. • Students create a smaller individual sculpture in response to the artist.

• Year group exhibition of work. • Extension through drawing and painting activities.

Part A: Take Part: Engage in an arts activity, develop your skills over time and keep a record of your journey. Part B: Explore: Experience the arts as an audience member at an event (e.g., a play, concert, or exhibition) and reflect on the experience. Part C: Arts Hero/Artist: Research an arts practitioner or creative professional who inspires you.

Part D: Pass It On: Develop a leadership role by teaching an arts skill you have learned to someone else. Students leave for the summer break with a clear plan on how to work on the next stages of the award independently.

Habs Girls | Curriculum Booklet

Biology Curriculum Aims

The Year 8 curriculum is designed to build a deep and connected understanding of how living systems function, grow and interact with the world. Through topics ranging from digestion and respiration to infectious disease, ecosystems and evolution, students develop secure scientific knowledge while strengthening their practical skills, resilience, critical thinking and ability to work with evidence.

The curriculum places strong emphasis on hands-on investigation, modelling, data collection and real-world application, ensuring pupils learn not only what science explains but how scientific ideas are discovered, tested and refined.

By engaging with contemporary issues such as disease prevention, biodiversity loss and environmental change, students see the need for social responsibility and care for our planet.

Habs Girls | Curriculum Booklet

Biology Signature Project: The Cholera Investigation (Spring Term) Content

Outcome

Habits Spotlight

It is a problem-based learning task that involves students analysing data to deduce the origins of the cholera outbreak in London in 1854. Using data and their own independent research, students suggest possible causes of the outbreak and ways of mitigating its spread.

Students produce a newspaper report appropriate for the Victorian era, informing the citizens of London of the source, the cause and the resolution of the cholera outbreak.

As well as collaborating with their peers during the project, the students will develop their curiosity, through critical thinking and creativity.

Other areas where Habits are developed Through hands-on practical work, collaborative investigations and creative tasks, students develop ambition as they build resilience in challenging experiments (e.g. the Model Gut Experiment in the Autumn Term) and take initiative in independent research (e.g. the endangered species research task in the Summer Term). They show courage when presenting findings, leading group decisions and thinking boldly about scientific problems (e.g. the antibiotic resistance problem-solving task in the Spring Term). A strong sense of community grows as pupils work together in teams, care for equipment and consider the wider social impact of issues such as disease prevention and biodiversity loss. Throughout the year, students’ natural curiosity is encouraged through open-ended enquiry, critical analysis of evidence and creative modelling of complex biological processes (e.g. creating a stop motion animation explaining enzyme activity).

Opportunities for Scholarship beyond lessons We actively encourage students to take part in national competitions including the MiSAC UK Annual Competition and the British Science Week Poster Competition.

Habs Girls | Curriculum Booklet

Biology Subject Outline Autumn Term

Spring Term

Summer Term

Students will explore how living organisms release energy from the food they eat, learning about:

Students will explore various infectious diseases, the roles of white blood cells in the immune response and methods to reduce disease transmission, learning about:

Students will explore animal and plant adaptations, and the importance of genetic variation in the evolution of species, learning about:

• Components of a healthy diet • Nutrients • Food tests • Digestion and the digestive system • The role of enzymes • Bacteria and enzymes in digestion • Testing the activity of an enzyme • Photosynthesis • Leaf structure, function and distribution of chloroplasts • Aerobic respiration and anaerobic respiration in humans, plants and microbes .

• Infectious diseases and pathogens • Reducing disease spread

• Food poisoning • Cholera • Immune cells • Vaccinations • Edward Jenner’s smallpox vaccine

• The discovery and role of antibiotics • The effectiveness of antibiotics and antiseptics

• Competition and adaptations • Adapting to change • Variation

• DNA and inheritance • Evolution by Natural Selection • Fossils and Extinction

Habs Girls | Curriculum Booklet

Chemistry Curriculum Aims

During Year 8 students will develop a range of key skills that underpin Chemistry. They will learn how substances are classified and represented in chemical reactions, using formulae and equations. Through practical investigation, students will explore patterns in reactivity, the extraction of metals, combustion and the composition of the atmosphere. Students will also consider the environmental and societal implications of chemical processes, including metal extraction, burning fuels and atmospheric pollution.

By the end of the year, students should be able to use their understanding of Chemistry to better understand the world around them, communicating their ideas with confidence and scientific rigour.

Habs Girls | Curriculum Booklet

Chemistry Signature Project: Fuel, Fumes and the Future (Summer Term) Content

Outcome

Habits spotlight

Students will research one aspect of combustion of fuels and the impact it can have on people and the environment.

Students will communicate their findings by creating a newspaper style article, demonstrating their understanding of the scientific concepts and their real-world significance.

This project encourages students to develop their understanding of social responsibility by exploring how human activities contribute to pollution and climate change. Students will reflect on the impact of individual and collective actions and consider practical ways to reduce environmental harm and promote a more sustainable future.

Other areas where Habits are developed Across the Year 8 Chemistry curriculum, students consistently develop key learning habits through practical investigation and scientific enquiry. Curiosity and collaboration are fostered through a wide range of practical activities, where students work together to carry out investigations, make observations and draw conclusions. Students are encouraged to make connections between their learning and the wider world through enrichment tasks that explore the applications of chemistry in industry, environmental science and everyday life. These opportunities encourage students to take initiative, pursue independent research and deepen their scientific understanding beyond the classroom. Resilience is developed throughout the year as students tackle increasingly challenging chemical concepts and learn to construct word and symbol equations accurately. Through regular practice, students learn to refine their thinking, learn from mistakes and apply their knowledge to new contexts with growing confidence and independence.

Opportunities for Scholarship beyond lessons Students are encouraged to attend the Chemistry Investigations Club. Students are encouraged to participate in the Bronze CREST Award and the Salters' Chemistry Club.

Habs Girls | Curriculum Booklet

Chemistry Subject Outline

Autumn Term

Spring Term

Summer Term

Students will build the skills needed to construct word and balanced chemical equations, applying this knowledge to the study of acids and alkalis through a range of practical investigations.

Students will explore the reactivity of metals and how this knowledge can be used to predict chemical reactions. They investigate metal extraction and its wider environmental impact before studying combustion and changes in mass during chemical reactions.

Students will investigate the composition of the Earth's atmosphere and explore the properties of key atmospheric gases through practical experimentation.

• Construct the reactivity series from experimental observations.

• Recall the composition of Earth's atmosphere and the relative abundance of its gases.

• Distinguish between elements, compounds and mixtures and recognise that substances can exist as atoms, molecules or lattice structures. • Interpret chemical formulae. • Apply a range of rules to name compounds.

• Construct word and balanced chemical equations, using state symbols. • Explore the acidic and basic nature of metal and non-metal oxides. • Construct word and symbol equations for a range of acid reactions. • Investigate different acid reactions, making accurate observations and writing equations.

• Apply the reactivity series to predict, explain and write equations for displacement reactions. • Evaluate how the reactivity of a metal determines the method used for its extraction. • Consider the environmental and ethical implications of mining and metal extraction. • Apply the law of conservation of mass to chemical reactions. Using it to predict and explain changes in mass during a variety of reactions. • Understand and investigate combustion reactions. • Distinguish between complete and incomplete combustion. • Evaluate the impact of combustion products on human health and the environment. • Select and justify appropriate methods for extinguishing different types of fire.

• Be able to recall the percentage of each gas in the atmosphere.

• Use experimental evidence to determine the percentage of oxygen in the atmosphere. • Develop their practical skills by preparing, collecting and testing gases such as oxygen and carbon dioxide.

Habs Girls | Curriculum Booklet

Computing Curriculum Aims

Throughout Year 8 Computing, students extend their digital skills by tackling more challenging and creative tasks. They will deepen their understanding of online safety, including how data is used, the impact of digital footprints, and the opportunities and risks associated with emerging technologies such as AI. Practical programming features heavily across the year, with students creating graphical outputs using the Turtle Module in Python, developing further programming skills through physical computing with Micro:bits, and building dynamic webpages using HTML, CSS, and JavaScript.

These experiences are designed not only to develop logical thinking and problem-solving, but also to expose students to a broad range of industry-relevant skills and applications. They encourage learners to think logically, experiment with solutions, and refine their work through testing and iteration. By the end of the course, students will have developed a strong understanding of key computing concepts, alongside the confidence to design, create, and debug a range of digital solutions.

Habs Girls | Curriculum Booklet

Computing Signature Project: Event Ticketing Website (Spring/Summer Term) Content

Outcome

Habits spotlight

Over S pring Term 2 and Sum mer Term 1, students will build on their HTML and CSS foundational knowledge by progressing to more advanced web development skills. They will design and create their own ticketing website centred around an event of their choosing. As part of this project, students will develop web pages that allow users to browse events and place ticket orders. Throughout the process, they will strengthen their understanding of more advanced HTML and CSS techniques while being introduced to the basic fundamentals of JavaScript to add interactivity and functionality to their sites.

Students’ final ticketing websites will be assessed by teaching staff, giving them the opportunity to display and take pride in how they have built upon their web development skills.

Resilience and continuous learning are key habits developed throughout this project, as students build on their prior Year 7 knowledge while refining and extending their web development skills. With their work being reviewed by both teaching staff and peers, students are encouraged to respond constructively to feedback and show perseverance in overcoming challenges as they progress towards a high-quality final product.

Other areas where Habits are developed Across the Year 8 curriculum, students continue to develop key learning habits through creative, project-based work. Critical thinking is strengthened through programming in the Python Turtle Module, the use of physical micro: bits, and completing web development, where pupils apply logical reasoning to design, test, and debug code. Creativity is a key focus, particularly when designing a house using the Turtle module in Python, as students design subroutines to produce shapes and visual outcomes. This extends into web design, where learners make independent choices about layout and style. Risk-taking is encouraged throughout, especially in HTML, CSS, and JavaScript projects, as students experiment with innovative ideas and learn from their mistakes. These habits support students in becoming confident, resilient learners who can think independently and solve problems effectively.

Opportunities for Scholarship beyond lessons All students are given the opportunity to take part in the Bebras Computational Thinking Challenge, and the CyberFirst Girls Competition run by NCSC. They also may take part in our Minecraft Education Club, where they collaborate to build and develop a shared world. In addition to this, we have an after-school Digital Media Club which provides students with opportunities to develop skills in video production, and photo editing.

Habs Girls | Curriculum Booklet

Computing Subject Outline Autumn Term

Spring Term

Summer term

During the first term, students deepen their understanding of digital responsibility and emerging technologies:

During the first part of the term, students develop their understanding of how computers work and how data is represented:

During the final term, students apply their knowledge to physical computing using micro:bits:

•

What is a digital footprint, and how is personal data collected, stored, and used online?

•

What are the key components of a computer system, and how do they work together?

• What is a micro:bit, and how can it be programmed to interact with the physical world?

•

How do our online actions impact our digital identity and future opportunities?

•

What roles do the CPU, RAM, and storage devices play in processing and storing data?

• How can inputs such as buttons, sensors, and motion be used to control a program?

•

What is artificial intelligence, and how does generative AI produce content?

•

How is data represented in binary, and why is this important for computing systems?

•

What are the risks of relying on AIgenerated information, and how can we evaluate its reliability?

•

How can we convert between decimal and binary numbers accurately?

•

What ethical and environmental considerations arise from the use of AI technologies?

•

What is hexadecimal, and how does it help represent data more efficiently?

After half term, students begin developing their programming knowledge through creative coding: •

How can we use Turtle Python to create graphical outputs using shapes, colour, and movement?

After half term, students begin developing their web development skills: •

How can we use HTML to structure the content of a webpage?

•

How does CSS allow us to style and improve the appearance of web content?

•

What is JavaScript, and how can it be used to add interactivity to webpages?

•

How do loops help us write efficient and reusable code?

•

What are subroutines, and how can they be used to structure programs effectively?

•

How can we combine these techniques to design and build a complete graphical project?

•

How can we design and develop a complete web-based project based on a given theme?

•

How can we test, debug, and refine our programs to improve functionality and presentation?

•

How can we test, evaluate, and refine our websites based on feedback to improve usability and design?

• How do variables, selection, and iteration support the development of more advanced programs? • How can we plan and create a working micro:bit solution for a specific purpose? • How can we test and debug programs to ensure they work reliably?

Habs Girls | Curriculum Booklet

Drama Curriculum Aims

Year 8 Drama deepens practical technique and ensemble precision so students can sustain longer, more complex scenes through refined mask work, commedia physicality, non-naturalistic movement and improved vocal control and timing. The curriculum broadens theatrical forms by studying mask, commedia, physical theatre, Shakespeare and verbatim practice so students learn how different conventions shape performance choices and how to apply practitioner techniques in contemporary work.

Ethical research and analytical habits are developed through verbatim projects and live theatre analysis, with explicit teaching of interview technique, transcription, principled editing and the translation of observation into rehearsal and written evaluation.

Learning is sequenced to be cumulative: Year 7 skills are revisited and extended in scaffolded projects, routine formative checks and short written reflections provide clear evidence of progress and prepare pupils for leadership, production roles and KS4 study.

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Drama Signature Project: Verbatim Project (Summer Term) Content

Outcome

Habits Spotlight

Students will research and create short verbatim pieces by conducting and transcribing interviews, practising ethical interview technique, and analysing professional examples such as London Road and Our Generation. Lessons cover how to gather testimony responsibly, select and edit material for dramatic effect, and rehearse staging choices that preserve original voices while shaping a coherent ensemble piece.

Small groups present a staged verbatim performance to their class, supported by assigned production roles (director, stage manager, designer). Each pupil completes a brief written evaluation outlining editorial decisions and ethical considerations; teachers assess research practice, vocal clarity, ensemble cohesion and reflective analysis.

The project foregrounds care and social responsibility through ethical handling of real voices; collaboration and leadership via group roles and shared rehearsal; critical thinking and curiosity in selecting and shaping material; and resilience through iterative editing, rehearsal and public performance.

Other areas where Habits are developed Across Year 8 learning habits are developed through targeted curriculum activities. Resilience is strengthened in mask and commedia work where pupils rehearse precise physical sequences, recover from mistakes in live improvisation and refine comic timing through repeated practice; community and ensemble responsibility are practised in chorus-style mask pieces and commedia ensembles where students must listen, support partners and maintain focus for the group outcome. Ambition and leadership are encouraged through student-directed devising and production roles in verbatim projects and class showcases, giving pupils concrete experience of directing, stage management and design alongside performing. Curiosity and creativity are fostered in the A Midsummer Night’s Dream unit and physical theatre sequences where students experiment with non-naturalistic movement, practitioner techniques and contemporary design choices; critical thinking and ethical awareness are developed through verbatim work and live-theatre analysis (London Road / Our Generation), which require careful selection, editing and reflection on source material. Confidence and communication grow through regular solo and ensemble performance tasks.

Opportunities for Scholarship beyond lessons We actively encourage students to extend their learning through the Middle School play and frequent student-directed projects. We expect high levels of participation in Year 8 Drama and Musical Theatre clubs. Year 8 also have the opportunity to take on backstage and technical roles on school productions.

Habs Girls | Curriculum Booklet

Drama Subject Outline Autumn Term

Spring Term

Mask, Commedia, Physical Theatre and Pantomime

Introduction to Verbatim and A Midsummer Night’s Dream

• Mask: Developing focus. How do we develop focus as an individual actor? How do we build the skills required to operate as an effective part of the ensemble?

Live Theatre Analysis, Improvisation and Verbatim Devising

• Verbatim: What are the conventions of Verbatim theatre? How can we create original, ethical Verbatim theatre?

• Improvisation: Develop skills in spontaneous and rehearsed improvisation. Practice conventions such as still image, flashback and direct address.

• Mask: Characterisation. What are the principles of creating character in Mask? How does a mask effectively clock the audience? • Mask: Developing Narrative. How do we use the skills acquired so far in the mask topic to develop engaging improvisations? • Commedia: Physical Skills. How do we use our bodies to create physical comedy in the Commedia tradition? • Commedia: Characterisation. Practical exploration of the Commedia characters. • Physical Devising: How do we utilise the Mask and Commedia skills in devising original performance work? • Pantomime: How has Commedia influenced traditional English pantomime? Practical exploration of pantomime conventions.

• A Midsummer Night’s Dream: Plot and characters. What are the plot, characters and themes of the play? • A Midsummer Night’s Dream: Forum Theatre. Practical exploration of key themes. How can we use forum theatre to impact outcome? • A Midsummer Night’s Dream: Active Analysis. How can the rehearsal techniques of Stanislavski influence performance? • A Midsummer Night’s Dream: Character Study. Exploring Helena and her role in the play and function in the comedy.

• A Midsummer Night’s Dream: Soliloquy. How can we perform Shakespeare? • A Midsummer Night’s Dream: Designing for performance. How to design set and costumes for contemporary productions. What do professional designers do?

Summer Term

• Improvisation: Devising. Develop devised work in response to given stimuli. • Live Theatre Analysis: Explore London Road and Our Generation as examples of professional Verbatim theatre. • Verbatim: Devising - Interview technique. How do we incorporate genuine voice ethically?

• Verbatim: Devising - Editing. How can work be selected and refined for performance? • Verbatim: Devising Rehearsal. Explore the rehearsal process and work towards a performance. • Verbatim: Performance and response. How do we perform effective verbatim work? How do we analyse and evaluate our own work and the work of others? • Parody and Comedy in action: Short devising project to apply the skills learned across the year.

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Design and Technology Curriculum Aims

The Year 8 curriculum aims to develop their range of skills and knowledge for manufacturing and modelling in the workshop. They will produce a wide range of mini make tasks. These are aimed a introducing the processes used to manipulate and form plastics, the focus material for Year 8. The students will develop confidence in their ability to Explore, Create and Evaluate products and to develop and improve ideas through iteration.

Students will learn about computer aided design and computer aided manufacture and how these can become a tool to aid them in their work. Safe working methods and collaboration and support of other will be key as students share knowledge and support each other in the practical work.

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Design and Technology Signature Project: Plastics in the environment (Autumn Term) Content

Outcome

Habits Spotlight

Students have used plastics and come into contact with plastics everyday of their lives. This task aims to make them think about where they come from and where they go. Students will explore and investigate plastics, the im pact they have on the environment, the unusual and unique ways plastics are in so many products we use and how they help and impact our daily lives.

The students will produce a poster to explain their research and findings aimed at communicating the world of plastics to the viewer.

Through researching plastics and their impact on the environment, students develop continuous learning by investigating new information and solutions to environmental challenges. They demonstrate open-mindedness by considering both the benefits and disadvantages of plastics and exploring different perspectives on their use. The project also promotes social responsibility, encouraging students to reflect on how their choices affect the environment, wildlife, and future generations, and to identify actions they can take to help create a more sustainable world.

Other areas where Habits are developed Students are encouraged to develop their own design brief for projects. This ownership encourages them to bring initiative and resilience to their designs and continuous learning as they strive to design and manufacture their prototype. Curiosity sits at the heart of DT, as students will need to use open- mindedness to explore contexts, bringing their critical thinking to the analysis and evaluation of possible design ideas and looking at how creativity can be applied in their problem solving. Risk-taking is important as students strive to create their own products. Integrity is required if they are going to develop unique and original ideas. Collaboration in the workshop is often a key to successful work. Social responsibility in the selection of materials and manufacturing processes requires care for the wider community and the impact on the planet their designs and products may have.

Opportunities for Scholarship beyond lessons DT clubs are available when projects need extra time. We encourage students to explore the world around them and how it is designed and made.

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Design and Technology Subject Outline

Autumn Term

Spring Term

Summer Term

Introduction to polymers through a range of focussed practical tasks. The analysis of the strengths and weaknesses of the material and the new manufacturing techniques.

Designing, modelling and iteration

Design and make project

• Project planning

Graphic drawing skills and diaries of manufacture will be used to help students analyse their developing skills and knowledge.

• Extended design and modelling tasks • Designing techniques and process

• Testing and evaluation

Students will learn: • Plastic forming processes and techniques

• Safety in the workshop • Use of hand tools and machines to manipulate polymers • Sequence of processes

• Thermoforming techniques

• Research of existing products

• Modelling

• Iteration and problem solving • Manufacture of prototype

Habs Girls | Curriculum Booklet

English Curriculum Aims

Students are encouraged to think critically in every lesson: analysing how writers use language, structure and form, evaluating how meaning is conveyed, and developing informed, independent arguments. They learn to recognise both explicit and implicit meanings across a variety of contexts, while also experimenting with language and form in their own writing. This includes analytical essays, as well as personal and creative work such as letters and articles, through which students develop their voice and expressive range. Responding to feedback is central to their development as readers and writers, helping students refine their ideas and improve their technical accuracy.

Oracy is an essential part of the curriculum. Through pair and group work, whole-class discussion, presentations, performance, interviewing and debating, students develop confidence in expressing and justifying their ideas. Active listening, respectful dialogue and constructive feedback underpin a supportive learning environment in which students collaborate effectively and share responsibility for outcomes. Each text, task and discussion builds on prior knowledge, encouraging students to make connections and deepen their understanding over time.

As they progress, they are increasingly encouraged to work independently, contribute their own interpretations and take ownership of their learning. Engagement with both literary and non-fiction texts also fosters awareness of wider social issues, prompting students to reflect on their role in the world. Academic honesty is emphasised throughout, with a focus on responsible research, accurate referencing and the authentic expression of ideas.

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English Signature Project: Pitching a Podcast (Summer Term)

Content

Outcome

Habits Spotlight

Students will create and market a podcast series on a historical topic of their choice.

They will produce one full episode and an overview of their six-episode series.

Creativity is essential to developing an original and engaging podcast concept. Students will have to collaborate as a team, taking a leadership role for a specific area, to ensure the overall success of the podcast and marketing campaign.

Other areas where Habits are developed English lessons cultivate thoughtful, articulate and socially aware individuals who can engage critically and creatively with the world around them. Through reading, writing, discussion and analysis, students develop the skills needed to respond confidently and insightfully to a wide and challenging range of literature. As they explore diverse texts, viewpoints and interpretations, they build empathy and a readiness to consider perspectives beyond their own. As part of the Edna Judd poetry competition, students will memorise and recite a poem in front of their class, with some going through to House rounds and the Grand Final. This develops students’ critical thinking skills, in understanding the poem they choose, as well as risk-taking, both in the choices they make and in how they choose to perform.

Opportunities for Scholarship beyond lessons We encourage students to broaden their reading horizons through independently completing the Critical Reader programme. There are also numerous opportunities for students to flex their creative muscles in The Edit and The Cornflower.

Habs Girls | Curriculum Booklet

English Subject Outline

Autumn Term

Spring Term

Summer Term

Prose Students will read, discuss and analyse a prose text. They will: select significant quotations, identifying and exploring specific effects; begin to interpret and infer, reading between the lines; identify themes and distinguish between different themes; identify and justify a point of view by using relevant textual references.

Non-Fiction and Writing: Fashion Students will read and write a range of non-fiction texts. They will learn how to shape different writing for different audiences and purposes. They will explore how to connect and shape ideas, linking points in different ways. They will consider the difference between personal and impersonal writing, making choices for particular audiences. They will explore ways of presenting arguments and considering other views.

Poetry Students will read a range of poems on the theme of Love. They will explore how poets create meaning and develop their ability to express personal responses to poetry, supporting their ideas with relevant evidence. Students will also practise annotating poems effectively to identify significant language, structural features and ideas.

Drama Students will study a play, exploring their informed personal response through focused analysis of key scenes. They will explore characterisation and the function of characters and will explore and trace themes and patterns across the text. They will consider how audiences might respond to characters and events.

Shakespeare Students will study a Shakespeare play, exploring characterisation tracing themes and patterns across the text. They will consider how audiences might respond to characters and events.

Podcast Project See previous page.

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French Curriculum Aims

In Year 8, students are expected to extend their use of French by working with a significantly wider range of grammar and a growing ability to express themselves across different time frames. They will encounter the perfect tense for the first time and must develop the resilience to master it - understanding that persistence, careful practice, and a willingness to learn from errors are what drive progress at this stage. Students will refine how they communicate in French, producing more extended and structured written responses and demonstrating greater independence in spoken tasks. They will also think more critically about the world beyond their own experience: researching another culture for the Francophonie Project, comparing different environments and ways of living, and beginning to use language not just to describe their own lives but to engage with ideas and places that are new to them.

By the end of Year 8, students should approach French with the confidence that comes from having tackled genuinely difficult grammar, the curiosity to look beyond themselves, and the collaborative skills to represent another culture's story with care and respect.

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French Signature Project: The Francophonie Project (Summer 2) Content

Outcome

Working in groups of three or four, students research a Frenchspeaking country and create an interactive cultural stall, incorporating information, images, and both written and spoken presentation elements.

Groups present their stall to visiting classes. An assessment panel including a sixth former and a member of SLT evaluates content, communication, and presentation quality.

Habits Spotlight

Leadership, courage and risk-taking is tested through public-facing performance, as students explain their learning to unfamiliar visitors, including senior staff. Community sits at the heart of the project, with students supporting one another and taking collective responsibility for representing another culture with accuracy, respect and enthusiasm.

Open-mindedness drives the research process as students learn about a country and culture beyond their own experience. Ambition is required to organise and present research to a high standard, exercising initiative in how the stall is designed and led.

Other areas where Habits are developed The introduction of the passé composé in Dynamo 2 Module 1 is the most demanding grammar step of the Middle School years - students must apply real resilience and continuous learning to master it. Regular vocabulary and translation tests build disciplined study habits, and the expectation of increasing written independence across the year develops initiative. Year 8 asks students to think beyond themselves in new ways. Discovering French-speaking countries and comparing ways of life (Module 3/4) develops open-mindedness, and the Francophonie Project channels this into sustained, original research about another culture. Spoken assessments continue to develop confidence and risk-taking. Discussing personal plans and describing past events in a second language requires real commitment. Group work deepens significantly in Year 8. The Francophonie Project is the most sustained community endeavour of the Middle School, requiring students to collaborate and support each other, as they perform and explain to visitors and teachers.

Opportunities for Scholarship beyond lessons We strongly encourage all students to take part in the many opportunities offered by the MFL department throughout their time in the Middle School. Anthea Bell Translation Competition where students tackle complex literary texts with creativity and precision.

Languages Week: Spelling Bee sees students perform ing under pressure and striving for accuracy.

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French Subject Outline

Year 8 French builds on Dynamo 1 and moves into Dynamo 2, covering a significant amount of ground across the year. Students complete Dynamo 1 Module 5, then work through Dynamo 2 Modules 1, 2, and 3 (and begin Module 4 where time allows), encountering their first past tense and a growing range of grammatical structures. Habits pillars - Ambition, Curiosity, Courage and Community deepen as students take on greater linguistic challenges. Students who join French for the first time in Year 8 follow the Year 7 curriculum, but study Dynamo 1 Modules 1 to 5 rather than Modules 1 to 4, completing the full book before the end of the year.

Dynamo 1 Module 5 – Town, weekend plans and the future (Autumn 1) Students talk about places in a town, discuss where they go at the weekend using aller + à, invite someone out using vouloir, order in a café, and learn the near future tense (futur proche). By the end of this module, students can combine present and near future tenses a key milestone in expressing themselves beyond the here and now. Dynamo 2 Module 1 – Holidays and the past (Autumn 2 / Spring 1) Students learn the perfect tense (passé composé) with avoir and être - the most significant grammar step of the Middle School years. They talk about past holidays, describe what they did, say where they went using transport, and discuss problems on holiday using negatives in the past. Resilience and persistence are essential here: Ambition is at the heart of this module.

Dynamo 2 Module 2 - Screen life and leisure (Spring) Students talk about technology, arrange to go to the cinema, discuss leisure activities (including negatives and the verb lire), and describe a shopping trip in the past tense. The module revisits and consolidates the perfect tense through new topics, building confidence and fluency. Dynamo 2 Modules 3 (and 4) Home, region and routine (Summer 1) Students talk about where they live, describe their region, discuss daily routine using reflexive verbs (pouvoir, devoir), and use irregular adjectives (beau, nouveau, vieux). They practise writing across three tenses. This module develops both ambition (grammatical precision) and curiosity (comparing environments and ways of living).

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Geography Curriculum Aims

The Year 8 Geography curriculum aims to develop students’ understanding of an increasingly interconnected and contested world, whilst building the analytical skills required to interpret complex geographical issues. Beginning with Contested Oceans, students explore the physical and human importance of marine environments, evaluating competing uses and making informed judgements about sustainability.

This foundation is extended through the study of globalisation and superpowers, where students examine how flows of goods, people and information, alongside shifting geopolitical power, shape global patterns, influence environments, and create both cooperation and conflict. Students analyse changing spheres of influence and the impacts of emerging powers using a range of data.

These substantive and disciplinary foundations culminate in the literature review, where students independently engage with academically ambitious sources, synthesise contrasting perspectives, and construct well-evidenced, critical geographical arguments.

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Geography Signature Project: Literature Review (Summer Term) Content

Outcome

Habits spotlight

Students will engage with a range of academically ambitious geographical literature, developing their ability to read critically, summarise complex ideas, and synthesise information into their own words. They will explore contrasting academic viewpoints and learn how to evaluate and integrate these perspectives to construct a coherent argument about a geographical issue.

Students will produce a fully referenced literature review of no more than 1,000 words, drawing on challenging scholarly sources to debate a geographical idea. This extended piece of writing will require careful organisation, clarity of expression, and accurate academic referencing. The strongest reviews will be selected for publication in the Geography magazine, Habs Next Gen, providing a purposeful and authentic audience for their work.

Habits of integrity, creativity and curiosity are central to this project. Students are encouraged to engage thoughtfully with complex material, question ideas critically, and take responsibility for representing sources accurately through careful referencing. Respect for differing academic perspectives is also emphasised as they contribute to wider geographical debates.

Other areas where Habits are developed Across the Year 8 Geography curriculum, students develop key learning habits through enquiry-led and decision-based study. Resilience is strengthened as pupils tackle complex questions about the management of ocean resources and the impacts of globalisation, refining their ideas over time. Critical thinking is central, particularly when interpreting maps, graphs and GIS data to assess issues such as piracy and geopolitical tensions in contested waters. Students are also encouraged to make balanced, evidence-based decisions, fostering independence, intellectual curiosity, and a deeper understanding of the interconnected nature of physical and human processes.

Opportunities for Scholarship beyond lessons Students are encouraged to read widely beyond the lessons. Examples of wider reading include Prisoners of Geography by Tim Marshal which students have been introduced to through exerts within the course, as well as The Silk Roads by Peter Frankopan. Both these books give students a wider and deeper understanding of both historical and modern Geopolitics. Allowing students to understanding their class learning as part of a broader, current context. Fieldwork visits to the National Maritime Museum in London, the British Museum, V&A and London Docklands M useum allow students to make strong links between historical factors and the draw links between the topics studied across the year.

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Geography Subject Outline

Autumn Term

Spring Term

Summer Term

During the first term students focus on understanding the importance, use and management of ocean systems in a contested world, this topic is called Contested Waters.

Students then study Globalisation and Trade. This topic explores how increasing global connections through trade and transport create both opportunities and tensions across the world’s oceans.

The final topic explores Superpowers. In this topic students work towards understanding how global power is distributed and contested, and how superpowers shape economic, political and environmental systems at a range of scales.

• Where is all the water found?

• What is it like in the ocean?

• How is the world shrinking?

• What is the value of the ocean (goods)?

• Maritime trade routes: What is the importance of the Silk Road, and is it still relevant today?

• What is the value of the ocean (services)? • Marine ecosystems - what’s lurking beneath the waves? • Why are coral reefs important to life on Earth? • What threats does the Great Barrier Reef face?

• How can we effectively manage the protection of the Great Barrier Reef?

• What do we mean by development? • What makes a superpower?

• How has trade led to contested waters?

• Why study geopolitics?

• Piracy hotspots: What is piracy and why does it occur?

• What evidence is there that the USA is a superpower?

• Why does piracy exist in the Malacca Strait? Exploring location, causes, and impacts

• Who are the other contenders for superpower status?

• Who are the global players?

• Already a superpower? “The World According to China” • What challenges does China face? • Fast becoming a contender: What is India’s position? • Contentious contender: The position of Russia

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Geography Subject Outline

Summer Term Project The year ends with students completing a literature review. They will choose from a range of titles, a selection from the previous year are included below: • Are electric vehicles making a profound impact on reducing carbon emissions in the UK? • Has the UK Sugar Tax had a profound impact on the health of the UK population? • Is glacial melt having a profound impact on the people of the Himalayan foothills? • Do large-scale sporting events (e.g. Olympics, World Cups) have a profound impact on their host location? • Do tectonic events have a profound impact on the people of Iceland? • Is globalisation having a profound impact on local culture in XXXX?

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German Curriculum Aims

During Year 8, students continue to develop their linguistic skills whilst honing their confidence and cultural curiosity, whilst being supported to take risks in a supportive and fun learning environment. The curriculum remains academically ambitious, extending students’ ability to express ideas across three tenses and deepening their understanding of German syntax, with a particular focus on word order.

They develop their oracy by explaining grammatical patterns clearly and presenting to their peers in German. There is a greater focus on students’ spoken production, with the aim of them becoming confident communicators who can express themselves with growing accuracy, fluency and spontaneity.

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German Signature Project: A Place in Germany (Autumn Term)

Content

Outcome

Habits Spotlight

Students will learn how to talk about where they live, ranging from their homes to local foods and traditions, and to what you can do in their local area. This project will then engage students in cultural research in groups to learn more about an area in the German-speaking world which they must advertise.

Students will present their chosen German-speaking area in class to their peers in the style of a tv property show, advertising a home and area in which their teacher should most like to live.

Leadership, creativity and collaboration play a significant role in this project as students work together to combine language and cultural understanding into a fun presentation of their learning. Students will need to assign themselves roles and responsibilities to collaborate on a successful project, in which imagination, teamwork and linguistic accuracy are assessed.

Other areas where Habits are developed The Year 8 German curriculum stretches students’ understanding of the language to incorporate being able to express ideas in three tenses (Autumn and Spring Terms), appreciating the differences in linguistic syntax from English. This will allow for focus on continuing to develop resilience in conjunction with appropriate risktaking as there is a level of challenge in mastering the tenses and continuing to feel comfortable and confident to contribute the classroom learning environment. Alongside this, critical thinking and continuous learning will become prominent, as students make synoptic links in their understanding of the grammar learnt.

Year 8 also sees culture play a greater role in students’ learning as time is dedicated to developing their understanding of the German-speaking world and its history, geography, food and communities.

Opportunities for Scholarship beyond lessons Students will have the opportunity to take part in the Anthea Bell Translation Prize run by Queen’s College Oxford as well as engaging in activities during our Languages Week.

Habs Girls | Curriculum Booklet

German Subject Outline Autumn Term

Spring Term

Summer Term

Students will develop their ability to talk about their home and local area, as well as describing past holidays using key tenses. They consider key questions such as:

Students will deepen their knowledge of the past tense and explore media topics such as films and reading, answering:

Students focus on food, healthy lifestyles, and applying their language skills in speaking and project work.

• What is there in your town?

• How do you describe what things used to be like?

• What do you eat, especially for breakfast?

• What was the weather like?

• How do you say what you do not eat?

• What can you do in town? • What will we do in town next weekend? • What would you like to buy in town? • Which foods and drinks do you like?

• How do you express opinions in the past? • What do you like and want to watch? • What and where do you prefer to read?

• Where do you live?

• How do you write a film review?

• Which rooms are in your house?

• How do you express and justify opinions in writing?

• How do you talk about what you did in the past?

• How do you talk about habits and screen use?

• How did you spend your holidays? • How do you use ‘haben’ or ‘sein’ in the past tense?

• How do you talk about what someone else did?

• What would you choose to eat or drink? • What makes the perfect evening meal?

• How do you talk about healthy living? • How do you develop and present answers clearly and confidently when speaking? • How can you plan and describe a trip in German?

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History Curriculum Aims

Building on the foundations established in Year 7, students in Year 8 deepen their understanding of key historical concepts, particularly causation, consequence and change. They develop greater confidence in discussing and debating historical issues, using evidence to support their views.

Students produce more sophisticated written work, including extended analytical essays, while further developing their research skills through independent enquiry. By the end of Year 8, students should be able to construct well-supported historical arguments, evaluate interpretations and sources with increasing confidence, and demonstrate greater independence in their learning.

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History Signature Project: Abolition of the Slave Trade Group Project (Spring Term) Content

Outcome

Habits Spotlight

Working in groups of four, students will explore the reasons surrounding the abolition of the slave trade by the British government in 1807.

Students will present their findings to their teaching groups as part of a wider debate about the abolition of the slave trade and slavery in the British Empire.

Teamwork and oracy are important skills for the modern workplace and and this project will equip our students with the confidence to speak, listen and develop the skills needed to research complex and challenging issues as a team.

Other areas where Habits are developed Throughout the Year 8 History curriculum, students develop a range of analytical, evaluative, and research skills. In the Autumn Term, the study of the French Revolution provides opportunities to deepen their understanding of causation through an extended essay examining the reasons for the outbreak of revolution in 1789. Students investigate the political, social, and economic factors that contributed to the emergence of the Terror in 1794, considering how revolutionary ideals can sometimes give way to tyranny and violence. Oracy skills are developed through engaging activities such as a courtroom re-enactment of the trial of King Louis XVI and participation in a Revolutionary Tribunal, enabling students to construct and defend historical arguments with confidence.

Opportunities for Scholarship beyond lessons Students are encouraged to take part in the Phoenix History Competition and the History Association Young Historian Awards. Within school, they can also contribute articles on topics of interest to the school's Timeline magazine, further developing their research and writing skills.

Habs Girls | Curriculum Booklet

History Subject Outline

Autumn Term

Spring Term

Summer Term

French Revolution

The Slave Trade and Empire

• What was the structure of the French state on the eve of the Revolution?

• Why did the Atlantic slave trade develop in the way that it did?

The Indian Rebellion and Industrialisation

• What political, economic and social problems faced France in 1789?

• What was the middlepassage?

• What were the causes of the Indian Rebellion?

• What do sources reveal about the experiences of enslaved people?

• How did technology change between 1750 and 1850?

• What were the consequences of calling the EstatesGeneral? • Why was the Bastille stormed, and how was this event interpreted at the time? • How did the Constituent Assembly change France? • In what ways did the French Revolution affect women? • Why did the Revolution descend period known as the Terror?

• How did enslaved people resist slavery in the Caribbean and America? • Why was there a Haitian Revolution? • To what extent was the Haitian Revolution a success or failure? • Why did Britain abolish the slave trade in 1807?

• How and why did Britain develop an empire in India?

• What was the factory system, and how did it affect children? • How did canals and railways change Britain?

• What was lifelike in a Victorian town? • How did the Industrial Revolution affect women? • How did the Industrial Revolution drive political change?

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Latin Curriculum Aims

We continue to follow the Suburani course, which has been developed to provide a fresh perspective on the ancient world, with a particular focus in Year 8 on Roman Britain. Encountering a diverse cast of characters, representing all parts of Roman society across the Empire, students enhance their understanding and challenge preconceptions about the ancient world while recognising its impact on modern civilisations. Students will continue to acquire a strong foundation of grammatical knowledge which will enable them to approach the language with confidence in translation and comprehension. In continuing to build a secure knowledge of vocabulary, students not only enhance their approach to language work but also deepen their understanding of the influence of Latin on English and other languages.

Through discussion of ancient sources and timeless questions, they continue to develop skills of oracy, critical thinking and open-mindedness.

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Latin Signature Project: Object-based Research Project (Spring Term) Content

Outcome

Habits Spotlight

In pairs, students will be assigned an object from the ancient world and will record their first impressions before researching the object further, covering aspects such as its material, purpose and value.

Students will produce a written report on the nature of their object highlighting the similarities and differences between their initial assumptions and their newly acquired understanding. Students will assess how this object has evolved or been replaced in modern times, while also reflecting on their research methods and how they worked together as a pair.

Open-mindedness and collaboration are emphasised in this project, as students challenge their initial assumptions and see how links can be drawn between the ancient and modern world. Students will work closely with their partner and share responsibility.

Other areas where Habits are developed In the Year 8 Latin curriculum, students continue to approach their studies with initiative and integrity, understanding appropriate use of resources and striving for challenge not perfection. They continue to build the key habits of resilience and continuous learning as they encounter increasingly complex linguistic structures (perfect tense, dative and genitive cases) and strengthen their knowledge and recall of vocabulary. Inextricably linked to the language is the examination of the culture and civilisation of the ancient world. Students continue to develop open-mindedness, critical thinking and social responsibility when analysing sources and considering classical and modern interpretations and perspectives. Students will continue to demonstrate collaboration and care in their work with peers and their contribution to an intellectually curious classroom environment.

Opportunities for Scholarship beyond lessons Students are encouraged to attend department-run clubs on mythology, Classical Greek and linguistics. We encourage students to participate in the ARLT Latin Reading competition.

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Latin Subject Outline

Autumn Term

Spring Term

Summer Term

Students will build on their study of the Latin language with a particular focus on expressing actions in the past tense. They will also look at Britain at the time of the Roman invasion.

Students continue to build their knowledge of Latin with a focus on the use of adjectives. They will also explore the conflict between the Romans and native British tribes, including the rebellion led by Boudica in AD 60.

Students continue their study of the Latin language looking at a further case and different sentence constructions. They will also have an introduction to the Greek language. Classical Civilisation focuses on sea travel and piracy in the ancient Mediterranean.

Latin grammar:

• The imperfect tense • The perfect tense • Superlative adjectives Classical Civilisation: • What was Britain like before the Romans? • How and why did the Romans invade Britain? • What was the importance of the Roman towns of Londinium, Camulodunum and Verulamium? • How and why did trade occur between Britain and Rome?

Latin grammar: • The dative case • Adjectives

Classical Civilisation: • How and why did Boudica rebel and how did the Romans respond? • What were the relative strengths and weaknesses of the Roman army and British resistance? • What was the particular significance of Aquae Sulis?

Latin grammar: • The genitive case • Formation of questions with –ne • Connectives with –que • Classical Greek taster session Classical Civilisation: • What dangers did piracy and sea travel pose in the ancient world?

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Mathematics Curriculum Aims

During Year 8, students are expected to extend their engagement with mathematics by developing greater independence and depth in their understanding of key ideas. They will refine how they communicate mathematically, using precise language and structured reasoning to explain and justify their thinking both verbally and in writing. Students will produce increasingly sophisticated solutions, organising their work clearly and demonstrating logical progression across multi-step problems.

They will also become more confident in selecting appropriate methods, comparing different approaches, and improving the efficiency of their strategies. Students will be encouraged to question their results, evaluate their reasoning, and recognise alternative ways of solving problems.

By the end of Year 8, students should approach mathematics with flexibility and confidence, expressing their ideas clearly and taking pride in the accuracy, clarity, and completeness of their work.

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Mathematics Signature Project: A Toy Story (Summer Term)

Content

Outcome

Habits Spotlight

Students will design a toy using combinations of 3D shapes, applying volume and surface area to calculate materials, cost and paint coverage.

Students will produce a completed toy design project, including detailed sketches, volume and surface area calculations, and a final presentation explaining their design choices, costs and build plan.

Critical thinking, creativity and resilience are especially prominent in this project as students apply mathematical reasoning to solve multi-step problems, develop original toy designs, and refine their work in response to challenges. Collaboration and communication are also encouraged as students share ideas and explain their thinking clearly to others.

Other areas where Habits are developed Students progressively develop key learning habits as they engage with more demanding mathematical content. Resilience is fostered through tackling extended and multi-step problems, particularly in algebra and geometry, where students are encouraged to persevere, review their working, and adapt their methods. Over time, pupils build confidence in recognising that improvement comes from careful practice, reflection, and a willingness to learn from errors rather than expecting immediate success. As students interpret results and justify their reasoning, critical thinking will play a key role. This is a key focus in topics such as linear graphs, proportional reasoning, and statistics, where pupils analyse relationships, recognise patterns, and evaluate the reliability of conclusions. Alongside this, curiosity and initiative are encouraged as students apply mathematical ideas in contexts such as ratio and percentages, helping them to think independently and take ownership of their work.

Opportunities for Scholarship beyond lessons Students will have the opportunity to participate in the Junior Maths Challenge, leading onto the Junior Kangaroo or Mathematical Olympiad. As well, they are encouraged to join the Maths Team Challenge, competing against other schools.

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Mathematics Subject Outline

Autumn Term

Spring Term

Summer Term

• Circles

• Angles with Algebra

• Algebraic Fractions

• Expanding Brackets and Factorising

• Straight Line Graphs

• Polygons

• Volume and Surface Area of Prisms

• Scatter Graphs

• Percentages • Pythagoras’ Theorem • Speed, Distance, Time • Ratio

• Transformations

• Re-arranging Simple Formulae • Solving Equations involving Brackets • Indices and Standard Form

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Music Curriculum Aims

Throughout Music, students develop curiosity about the history and evolution of diverse musical styles, recognising how music reflects and shapes the world around us. They build connections between theoretical understanding and practical application, transforming knowledge into creative expression.

Students develop technical control and confidence in singing and on a range of instruments, enabling them to perform with accuracy, fluency and expression. They create and refine compositional ideas, working collaboratively to share and present their work. Students also develop critical thinking when listening and appraising, allowing them to engage with a wide range of musical traditions.

Through music-making, they gain an understanding of music as a powerful form of communication that expresses identity, emotion and culture, and enriches both their individual lives and the wider community.

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Music Signature Project: Original Folk Melody Composition (Spring Term) Content

Outcome

Habits Spotlight

Students will deepen their understanding of melodic, harmonic and textural devices, applying these musical techniques to compose and realise their own original compositions in the style of a traditional English folk song.

Students will present their completed compositions in a written format using music notation software. These will be played to the class and reflected upon, using oracy as a tool for discussion, self-reflection and peer evaluation.

Creativity and continuous learning are especially prominent in this project as students are encouraged to create and refine their own musical ideas within a piece of composition work. They demonstrate continuous learning through a deepening understanding and application of musical concepts previously explored.

Other areas where Habits are developed Across the Year 8 Music curriculum, students consistently develop key musical skills through performing, composing and listening. Learning how to improvise within a 12-bar blues structure requires risk-taking and resilience, whilst understanding the social context of jazz, blues and reggae music demands open-mindedness. Collaboration and care underpins ensemble and class performance work across the whole year, with opportunities for students to demonstrate creativity and leadership when writing group rock’n’roll songs. As continuous learners, students explore the exciting potential of Logic Pro X software to enhance their song-writing within our reggae project, using their own initiative to make progress.

Opportunities for Scholarship beyond lessons Students are actively encouraged to take part in the wide range of co-curricular music ensembles at Habs, to widen and extend their musical experience. Students are also encouraged to enter the Composition Competition in the Summer Term.

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Music Subject Outline

Autumn Term

Spring Term

Summer Term

Blues and Rock ‘n’ Roll

Traditional Music - Folk and Klezmer

Reggae Music

Pupils respond to a range of performing, composing and listening tasks, working as musicians individually, in small groups and as part of whole class ensembles. This includes: • Exploring and describing the stylistic elements of rock ‘n’ roll. • Understanding the social context and development of blues music. • Recognizing and identifying the musical features of 12 bar blues. • Developing improvisation skills. • Understanding primary chords, secondary chords and the blues scale. • Composing an original rock ‘n’ roll song.

Pupils extend their awareness of scales in music, exploring modes in traditional music of the British Isles and in Klezmer music. This includes: • Recognizing and identifying the stylistic features of folk music and klezmer music. • Exploring the Dorian mode and Mishaberach mode within traditional melodies. • Performing group arrangements of traditional folk and klezmer melodies. • Working with drones, countermelodies, accompaniment patterns and chord progressions. • Understanding the features of effective melody-writing

• Composing an original folkstyle melody.

Pupils explore the stylistic features of reggae music through performing, composing and listening work. This includes:

• Understanding the social context and development of reggae music. • Recognizing and identifying the stylistic features of reggae music.

• Exploring riff, melody, chords, improvisation and syncopation. • Performing group arrangements of reggae songs. • Listening and comparing different versions of reggae songs. • Composing an original reggae-style song.

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PSHE Curriculum Aims

During Key Stage 3, the PSHE curriculum empowers students to navigate the complexities of adolescence with confidence, emotional intelligence, and critical awareness. By utilizing a blended delivery model - combining core sessions led by PSHE Specialists with targeted, reflective units guided by Form Tutors - the curriculum ensures students develop safe habits surrounding digital health, evaluate media messaging with an analytical lens, and build vital economic literacy.

Through active discussion and structured reflection, pupils gain confidence in oracy, learn to challenge societal norms constructively, and develop a deeply embedded sense of mutual respect and social inclusion. By the conclusion of Year 9, students are equipped to make informed, safe, and positive choices for their personal wellbeing and wider community.

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PSHE Signature Project: The Habs Digital Reset (KS3 Form Time Initiative) Content Over a two-week period, students look closely at their relationship with technology. Using their schoolissued Microsoft Surface devices alongside personal smartphones, students spend Week 1 running a raw screen-time audit to track daily metrics, categories of use, and personal mood. After a mid-point reflection on how specific apps impact their self-esteem, students choose one of two distinct behavoural pathways for Week 2: The Algorithm Makeover (actively curating social media feeds to cultivate positive, creative, and healthy body-image influences) or The Time Detox (agreeing to a

measurable reduction in overall non-academic screen time). In Week 2, students implement and evaluate these personalized SMART targets during morning registration check-ins.

Outcome Students present their itinerary and budget to the rest of their form, in a creative format of their choosing. Form tutors assess presentations based on agreed criteria, with a focus on oracy.

Other areas where Habits are developed

In Year 8, financial awareness is explicitly cultivated through the Family Outing Budgeting Project. Students build real-world resilience and foresight by calculating multi-person travel, meals, and ticketing costs while setting aside dynamic contingency funds. Social responsibility, collaboration and oracy are promoted as students are regularly required to articulate complex ethical viewpoints. Whether debating the nuances of online safety or peer influence, students learn to project their voice with clarity, listen respectfully to diverse perspectives, and work together on team presentations.

Habits Spotlight Care, resilience and critical thinking are central to this project alongside self-regulation and personal well-being. Students are challenged to step away from passive consumption and intentionally evaluate how digital media alters their focus, sleep, and emotional health. By taking ownership of their algorithms, they develop personal accountability and agency in fostering digital resilience.

Opportunities for Scholarship beyond lessons Signposts to library resources - for example, the autobiographies ‘Cut Flowers’ and ‘Desert Flower’, and ‘Mindfulness’ by Mark Williams.

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PSHE Subject Outline

The curriculum is delivered via two distinct pathways: specialist-led classroom units that tackle complex health, safety, and societal frameworks, and tutor-led units designed for community-building and reflective discussion within form time. In form topics: Financial Awareness and Decision-Making: Introducing key financial concepts such as needs vs. wants, saving, borrowing, and budgeting, helping students develop practical life skills and informed decision-making through real-world scenarios (e.g. planning and costing activities). Digital Habits and Wellbeing (Digital Reset Project): Encouraging students to reflect critically on their use of technology through tracking screen time, analysing its impact on mood and focus and implementing personal targets to develop healthier digital habits.

Specialist-taught units: British Values and Social Awareness: Exploring democracy, tolerance, and respect for others, alongside developing an understanding of inclusion and the importance of protecting rights within a diverse society. Body Image, Media and Health: Building on earlier learning to examine media influence, body image, and nutrition, helping students recognise and challenge harmful messaging while promoting positive wellbeing and self-awareness.

Healthy Relationships (including Online Contexts): Developing understanding of relationship values, consent, and the impact of online interactions, enabling students to make safe, respectful, and informed choices in both offline and digital environments. In addition: Sessions: • With the Head of Careers and a dedicated Futures panel discussion to prepare for Key Stage 4 choices. • On FGM with an external speaker (Rebecca Jennings from RAISE Education.)

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Physical Education Curriculum Aims

The Year 8 PE curriculum aims to develop students’ physical competence, confidence and independence by building on prior learning and enabling them to apply skills more effectively across a range of activities. Through Health-Related Fitness (HRF), dance, gymnastics, swimming, tennis, athletics, netball, lacrosse and cricket, students refine technique, improve tactical understanding and develop greater consistency in performance.

The curriculum also encourages students to take greater responsibility for their learning, make informed decisions in competitive and creative situations, and continue to develop key personal qualities such as resilience, leadership, creativity, open-mindedness and self-discipline.

Habs Girls | Curriculum Booklet

Physical Education Signature Project: Dance - Bollywood Project (Spring Term) Content

Outcome

Habits Spotlight

Students will engage in a creative dance project based on Bollywood style dance. They will work collaboratively to learn, develop and perform choreographed routines that combine expressive movement and rhythm. Students will explore traditional dance styles, building towards a final group performance.

Students will develop creativity, confidence and collaboration skills through the process of learning and performing a Bollywood inspired dance routine.

Students will focus on leadership taking responsibility within groups, supporting peers and developing choreography; creativity – using movement, expression and rhythm to communicate ideas; and openmindedness – embracing new dance styles, ideas and cultural influences while confidently stepping outside their comfort zones.

Other areas where Habits are developed Across the Year 8 PE curriculum, students focus on developing, refining and applying skills with greater control, consistency and understanding. In gymnastics, students explore greater risk-taking by challenging themselves in a unit of vaulting, where they are required to demonstrate control, technique and confidence when performing more complex and progressive skills.

Resilience is developed in the swimming unit, where perseverance, determination and a willingness to step outside of their comfort zone are essential. Students are challenged to improve stamina, technique and efficiency in the water, requiring sustained effort over time and the ability to continue improving despite physical and technical challenges. Critical thinking and continuous learning are key features throughout the games activities in netball and lacrosse, where students build on prior experiences, deepen tactical awareness, and take greater ownership of their performance, decision-making and personal improvement.

Opportunities for Scholarship beyond lessons We are actively encouraging students to participate in cocurricular sporting clubs because they offer a valuable pathway for students to continue developing their talents beyond.

Habs Girls | Curriculum Booklet

Physical Education Subject Outline

Autumn Term

Spring Term

Summer Term

Students will engage in a rotating programme of physical education.

Students continue a rotation.

Athletics:

Lacrosse (Autumn and Spring):

• How can you use correct technique to improve your time, distance or score?

Health-Related Fitness (HRF): • What technique is needed to jump and land safely? • How does rotation support performance in different sports and movements? Swimming: • How can you improve your body position and entry into the water when diving? • What helps you maintain breathing control and stamina over longer swims? • Can you clearly describe your technique and give a partner specific feedback on their diving or stroke? Netball (Autumn and Spring):

• How do you support teammates to maintain possession under pressure? • What tactical decisions improve shooting opportunities in a game? • What makes a successful transition from defence to attack?

• How do you use teammates effectively to create scoring opportunities? • How do you compete effectively for ground balls and regain possession? • What techniques improve accuracy and power in shooting?

Gymnastics: • What does a powerful and controlled take-off look like in vaulting? • How do you generate speed and height in your approach run? • What makes a safe and controlled landing in vault? Dance: • How can you use timing and rhythm to show expression in Bollywood dance? • How do gestures and facial expressions help tell a story through movement? • How can you improve synchronisation and unity in group choreography?

• What training methods help improve speed, strength or endurance? Tennis: • What makes an effective and consistent serve? • How do you control power, spin and direction in different shots? Cricket: • How does shot selection affect batting success in different game situations? • What techniques improve accuracy and consistency in bowling?

Habs Girls | Curriculum Booklet

Physics Curriculum Aims

During the course of their studies, we expect students to develop curiosity about the physical world and a secure understanding of key physics concepts such as forces, energy, and matter. They will gain confidence in oracy, expressing scientific ideas clearly in discussion and explanation. Students will produce well-structured written work, including reasoned explanations and conclusions supported by evidence from experiments and data.

They will learn to investigate effectively, ask perceptive scientific questions, and evaluate evidence. By the end of Year 8, students should think analytically, communicate scientific ideas clearly, and take pride in their work in physics.

Habs Girls | Curriculum Booklet

Physics Signature Project: Oscilloscopes Project (Autumn/Spring Term) Content

Outcome

Habits Spotlight

Students will study sound waves and view them on an oscilloscope.

Students will present their findings visually, showing how the pitch and loudness of a sound affects the display on an oscilloscope. They can extend their learning to investigate simple or complex instruments.

Continuous learning, initiative and critical thinking are especially prominent in this project as students are encouraged to consider how physics links to music and also use their technology in a new way to investigate sound.

Other areas where Habits are developed Across the Year 8 Physics curriculum, students consistently develop key learning habits through enquiry-based study. Resilience is built as pupils tackle complex scientific questions through extended written explanations, such as describing the differences between series and parallel circuits (Autumn Term) and explaining wave features (Spring Term). Students learn to refine and improve their ideas over time through reflection on experimental results, rather than providing instant answers. Critical thinking is also central, especially as students analyse data, interpret graphs, and evaluate the reliability of experimental results. This is a particular focus through topics such as oscilloscopes and investigating electromagnets (Spring Term), where careful analysis of evidence is both taught and assessed explicitly.

Opportunities for Scholarship beyond lessons We actively encourage students to take part in the Science research reward card using wider scientific interest magazines available through the LRC.. Students can also take part in the British Physics Olympiad.

Habs Girls | Curriculum Booklet

Physics Subject Outline Autumn Term

Spring Term

Summer Term

During the first term, students focus their studies on electricity.

We then study magnetism and some elements of waves, focusing on:

We finish waves and then start to study radioactivity

• Charge and static

• Magnets

• Circuits

• Soft and hard magnetic materials

• Current and potential difference

• Magnetic fields

• Series and parallel

• Electromagnets

• Resistance

• Uses of electromagnets

• Mains Electricity

• Features of a wave

• Electrical safety

• Transverse versus longitudinal waves • Electromagnetic spectrum, uses and dangers

• Reflection • Refraction • Sound waves

• Speed of sound • Structure of the atom • Mass number and atomic number • Unstable nuclei

• Random nature of radioactive decay • Half life • Uses and dangers of radiation • Types of radiation

Habs Girls | Curriculum Booklet

Religion and Philosophy Curriculum Aims

During Year 8, students will build on the skills they developed in Year 7. They will continue to think deeply and critically about the issues raised by religion and philosophy and to share their own ideas with each other, growing more confident with oracy and expressing their ideas more articulately.

Their written work will become increasingly fluent and wellevidenced and they will continue to develop their ability to produce a wellreasoned argument for their own point of view.

Habs Girls | Curriculum Booklet

Religion and Philosophy Signature Project: Religion and Art (Summer Term)

Content

Outcome

Habits Spotlight

Art is an important feature of all religions and in this crosscurricular project, students will choose an aspect of religious art to research: This could be a specific piece of religious art or architecture which has already been produced, a type of art e.g. iconography or calligraphy or they might produce their own piece of artwork. Students will have plenty of choice over what they do.

Students will present their project in the form of a talk to their peers during lessons. They will have input into the criteria used to judge these presentations.

Continuous learning, initiative and creativity are very much to the fore when students select their piece of art and produce their talk. During the presentations themselves, they will be demonstrating openmindedness, risk-taking, care, collaboration and social responsibility.

Other areas where Habits are developed The Year 8 curriculum places a strong emphasis on developing resilience, risk-taking and critical thinking. At the start of the year, students engage with philosophical and theological concepts, particularly in our Philosophy of Religion unit, which encourages them to question, analyse, and evaluate different viewpoints. When studying the world religions of Christianity, Islam and Sikhism, students are encouraged to explore themes of care, compassion, and social responsibility.

Opportunities for Scholarship beyond lessons Students can attend Religion and Philosophy Club which debates theological and philosophical issues and can extend their studies through using our wider study lists.

Habs Girls | Curriculum Booklet

Religion and Philosophy Subject Outline

Autumn Term

Spring Term

Summer Term

We start the year with a study of the world’s largest religion, Christianity, looking at evidence for the life of Jesus, key beliefs and practices as well as some moral issues:

We move to a philosophy unit:

We complete our study of Islam, looking at:

• What does Islam teach about prophets?

• Who was Jesus? Historical and biblical sources including the synoptic problem and the quest for the historical Jesus.

The Philosophy of Religion which allows students to explore key issues in this fascinating area such as: • What is God like and what is his relationship to the world?

• What are the key beliefs of Christianity? Incarnation, salvation and atonement. • What do Christians believe about life after death? • What are the main Christian groups? • What are the sacraments? Baptism and Eucharist. • What do different Christian groups believe about marriage and divorce? • What are the key festivals that Christians celebrate?

• How do philosophers prove that God exists? The design argument and the cosmological argument. • Does evil and suffering disprove the existence of God? The Problem of Evil. • What are the psychological/sociological explanations for religion?

This is followed by a study of Islam, one of the newest but fastest growing world religions. Here we consider: • What does Islam teach about God, including the concept of Tawhid? • How did Muhammad start Islam?

• What does Islam teach about succession after Muhammad? Different groups within Islam? 61

• What does Islam teach about revelation through scripture? Qur’an, Hadith.

• What are the key ethical ideas in Islam? Charity, helping the poor. • How is Islam practiced? The Five Pillars: Shahadah, Salah, Zakat, Sawm, Hajj. We then move on the look at the youngest of the six major world religions, Sikhism: • What do Sikhs believe about God? • How did Guru Nanak start Sikhism? • What does Sikhism teach about revelation through scripture? The Guru Granth Sahib • What do Sikhs believe about equality? • How do Sikhs practice their faith? Sewa, worship in the Gurdwara, the 5 Ks.

Habs Girls | Curriculum Booklet

Spanish – (continuation from Year 7) Curriculum Aims

Throughout their study of Spanish, students develop confidence in communicating in another language while building an understanding of how Spanish works through phonics, vocabulary and core grammatical structures. They learn to express personal ideas, respond to familiar questions and take part in increasingly independent spoken and written interactions.

Students develop resilience and curiosity through practising, refining and experimenting with language, while collaborative speaking and translation activities encourage thoughtful communication and cultural awareness. By the end of Year 8, students are able to communicate simple ideas with growing fluency, accuracy and confidence across a range of familiar topics.

Habs Girls | Curriculum Booklet

Spanish – (continuation from Year 7) Signature Project: Anthea Bell Prize for Young Translators (Spring Term) Content

Outcome

Habits Spotlight

As part of their study of Spanish, students participate in the Anthea Bell Prize for Young Translators, exploring short Spanish texts and considering carefully how meaning, tone and expression can be conveyed effectively in English. The project encourages students to think beyond word-for-word translation and develop a deeper understanding of language and interpretation.

Students produce a polished translation entry for the Anthea Bell Prize, refining and improving their work through drafting and discussion. The project develops precision, creativity and thoughtful engagement with language, while encouraging students to justify and reflect on their translation choices.

Continuous learning, openmindedness, initiative and critical thinking are especially prominent within this project. Students are encouraged to explore linguistic nuance, experiment with different ways of expressing meaning, and refine their work carefully through drafting and editing. The competition promotes intellectual challenge and thoughtful engagement with language and culture.

Other areas where Habits are developed Across the curriculum, students develop courage and resilience as they practise unfamiliar language, refine pronunciation and move gradually towards more independent communication. Structured oracy activities, paired interactions and role-play tasks support students in building confidence and fluency over time. Community is fostered through collaborative discussion and peer feedback, encouraging students to listen carefully to others’ ideas and reflect thoughtfully on different interpretations of meaning.

Opportunities for Scholarship beyond lessons Students are encouraged to extend their interest in language through participation in the Anthea Bell Translation Prize, independent Quizlet vocabulary study, and wider engagement with Spanish-language literature, media and culture. More confident linguists are encouraged to experiment with ambitious vocabulary and increasingly sophisticated translation choices

Habs Girls | Curriculum Booklet

Spanish – (continuation from Year 7) Subject Outline Autumn Term

Spring Term

Summer Term

Viva 1 Segunda Edición Module 5 – Mi ciudad

Viva 2 Segunda Edición Module 2 - Todo sobre mi vida

Viva 2 Segunda Edición Module 3 - ¡A comer!

• What is in my town or local area

• Saying what you use your phone for

• Saying what food you like

• What activities I do in town

• Revising the present tense

• Having a conversation in a café

• Saying what type of music you like

• Describing mealtimes

• Talking about future plans

• Giving a range of opinions

• Build longer responses and speak with greater confidence

• Talking about television

• Ordering a meal in a restaurant

• Using the comparative

• Addressing people formally

• Practising the preterite tense to say what you did yesterday

• Discussing what to buy for a party

• Using the present and preterite tenses together

• Using the near future tense

Anthea Bell Prize for Young Translators (signature project)

• Using past, present and future tenses together

• Applying and recalling language independently across different topics Viva 1 Segunda Edición Module - Mis vacaciones • Talking about a past holiday

• Using the preterite tense to say what you did on holiday • Giving your opinion of what your holiday was like • Using regular and irregular verbs in the preterite tense

• Giving and justifying a wide range of opinions • Using negatives

• Giving an account of a party using the preterite tense

We finish the year by consolidating and extending knowledge across key topics: • Describing my family and relationships in more detail

• What people look like and describing appearance • Describing my home and where I live • Recalling and reusing language across different topics • Building longer responses and speaking with greater confidence

Habs Girls | Curriculum Booklet

Spanish – (beginners) Curriculum Aims

Habs Girls | Curriculum Booklet

Spanish – (beginners) Signature Project: Anthea Bell Prize for Young Translators (Spring Term) Content

Outcome

Habits spotlight

Open-mindedness, critical thinking, resilience and continuous learning are especially prominent within this project. Students are encouraged to explore linguistic nuance, experiment with different ways of expressing meaning, and refine their work carefully through drafting and editing. The competition promotes intellectual challenge and thoughtful engagement with language and culture.

Habs Girls | Curriculum Booklet

Spanish – (beginners) Subject Outline

Autumn Term

Spring Term

Summer Term

Viva 1 Module 1 - Mi vida:

Viva 1 Module 3 – Mi insti:

Viva 1 Module 5 - Mi ciudad

• Introducing ourselves in Spanish

• What subjects I study and what I think about them.

• What is in my town or local area.

• Saying what type of person, I am and describing others

• Describing my school and what there is at school.

• What activities I do in town.

• Describing siblings and family members

• What I do during break time and talking about routines.

• Saying when my birthday is and giving give key personal information

• How my school life compares to others’.

• Describing pets Viva 1 Module 2 - ¿Cantas karaoke?:

• Speaking in more detail about familiar topics. • Introduction of the near future tense.

• Having a conversation in a café. • Talking about future plans.

• Build longer responses and speak with greater confidence. • Applying and recalling language independently across different topics.

• Saying what I like to do in my free time

Anthea Bell Prize for Young Translators (signature project)

• Saying what I do when the weather changes, for example when it rains

We finish the year by consolidating and extending knowledge across key topics:

Viva 1 Module 4 - Mi familia y mis amigos:

• Describing my family and relationships in more detail.

• Saying what sports, I do • Combining these topics to take part in a short interview.

• Describing family • Describing physical appearance and personality • Describing my house/flat

• What people look like and describing appearance. • Describing my home and where I live. • Recalling and reusing language across different topics. • Building longer responses and speaking with greater confidence.

Habs Girls | Curriculum Booklet