Teaching and Curriculum at Hampton Court House
At Hampton Court House Senior, we take pride in the breadth and depth of our curriculum. Our commitment to providing an exceptional educational experience for your child is at the heart of everything we do. We know that every child is unique, and so we tailor our approach to ensure that each individual thrives academically, socially, and personally. While our curriculum is carefully planned, we are also strong believers in adaptive teaching that responds to the needs and interests of our students. Therefore, whilst our core curriculum is outlined here for all students, the way in which it is delivered and the depth in each subject will vary to ensure your child gets the very best educational experience. Lessons are designed to be not only informative but also interesting, engaging, supportive, and challenging. Our teachers enable children to actively participate in lessons, learn, and demonstrate new knowledge, skills, and ideas. We believe in empowering our students to shape their own voices within our dynamic yet nurturing community.
Intent
The curriculum for Years 7 – 9 at Hampton Court House is designed to deepen children’s knowledge and understanding while developing approaches to critical thinking, creativity, and independence. We aim to provide a challenging and stimulating learning environment that encourages children to explore their interests and develop their strengths whilst creating a setting where mistakes are allowed, and questions are welcomed. Our intent is to prepare children for GCSE’s, A levels and beyond with a skillset that allows them to make the most of any opportunities afforded to them, taken with a global perspective.
Implementation
Our curriculum implementation for Years 7 – 9 involves a diverse range of teaching strategies and learning experiences. We emphasise subject-specific expertise and interdisciplinary connections through both lessons and a comprehensive programme of extra-curricular activities to ensure both breadth and depth that both enrich the curriculum and promote intellectual curiosity. Teachers use formative and summative assessments to guide instruction and provide constructive feedback on a half termly basis whilst additionally imbuing in them the techniques needed ultimately to respond to GCSE style questions. Where needed, we also offer open subject clinics to help address individual learning needs and foster academic excellence.
Impact
The impact of our curriculum for Years 7 – 9 is reflected in the high level of academic achievement and personal development of our students. Typically, at least one grade higher compared to matched peers nationally at GCSE. They demonstrate proficiency in advanced subject areas, strong analytical and research skills, and a readiness to tackle complex challenges whilst not being afraid to make mistakes. Our students show increased confidence, leadership abilities, and a sense of community responsibility. They immerse themselves in Drama and the Arts, performing, creating, and representing the school in many ways. Ultimately, they are confident to embark on their GCSE programmes with a sense of purpose and belief, safe in the knowledge they will be supported as they enter then next phase of their education.
Rob Armiger Assistant Principal | Director of Studies rwa@hchnet.co.uk
Katy Deacon Deputy Academic kde@hchnet.co.uk
Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk
A graphic design project to create an illustrated letter form. This project involves collecting personal visual research, learning skills to simplify information into bold design elements, and combining those elements creatively to represent a place visually in its initial letter.
How it is assessed
Student work is assessed during the lessons with practical help offered when necessary Understanding is assessed gradually as they progress because students learn by doing Students are also encouraged to self-assess through refining their own work and reflecting on each other's Their memory and understanding of processes are assessed through write ups which they are asked to document in their sketchbooks at the end of each project
Term
Autumn 1 Graphic design
Interaction of colours.
Autumn 2
What are we studying?
Spring
Summer
Looking at the work of Josef Albers, students reinforce their knowledge of the properties of colours And study how colour and tone create form how context changes appearance
Continuation with colour studies
Looking at the work of German Expressionist painter Gabrielle Munter students will study complementary palettes how to create harmony through limited palettes the use and effects of cloissonism
Students will be working throughout this term with acrylic paint
Automata
Looking at the history of automata from early Egyptian toys to the Cabaret Mechanical Theatre in the 1970s Students make their own flying bird automata Creating wire and cardboard mechanisms, with cranks and levers Making coloured textured papers to decorate their birds Skills: construction, design, colour, humour
Computer Science
The syllabus in Year 8 includes materials and concepts recommended by the National Centre for Computing Education for Key Stage 3, as well as topics and resources from other established and respected educational organisations. The activities alternate each half-term between predominantly theory topics and then more practical applications. This ensures the students have hands-on experience of early programming concepts, as well as building an understanding of the wide scope and complexity of the subject. In the theory periods, gamified learning will also be used to illustrate and embellish the topics to maintain student engagement, and in the more practical sessions, students will be required to maintain a log of their activities, which will form part of their assessment.
How it is assessed:
Throughout each term, low stakes testing will check on the student’s progress. Each half term there will be a mini test on the topics covered that half term. These will take place online during normal lessons. At the end of the year there will be an end of year exam covering all the topics from the whole year. This will be during the school’s assessment week. Throughout the year, each student’s written work - completed entirely in Teams/Class Notebook – will be considered in the assessment of their progress.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
The year starts with a quick look at the ancient history of computing before moving into the modern-day hardware, CPU and operating systems, and then considering the importance of formal logic, before exploring whether AI means that computers can think.
After half-term, we will start with Python – the programming language of choice for education, data science and even machine learning. The initial course will cover the basic concepts of variables, data types, selection, iteration and search algorithms. The learning will be accessible for novices and those with some prior exposure to programming.
In the new year we will move onto data representation: bits and their storage and transmission. This unit also includes learning the binary number system. We will be dipping back into Python occasionally too.
The second half of the spring term will be taken up with more Python programming –recapping the basic concepts before moving onto more loops, functions and lists.
After Easter students will be studying cybersecurity: scams, misuse, protecting personal data, and piracy and copyright.
In the final half of the summer term, students will have the opportunity to write their own textbased adventure game in Python, as well as revise the topics for the end of year assessment.
Design & Technology
When you stop and think about it, virtually everything around us has been designed and engineered in some way. D&T opens the door to a wide range of careers in the creative, engineering and manufacturing industries. It is also excellent preparation for careers in many other fields e.g. medicine, law and computer science.
Taught as a project-based learning experience with focus on sustainable thinking, and with connections to reallife industry. In Year 8 students will acquire the knowledge and understanding of both designing and making and the skills required to undertake the iterative design process of continuously improving a concept via exploring, creating, evaluating and creating prototypes. Students will be learning and using CAD/ CAM technologies to aid in design, analysis, and manufacturing. The majority of the course will be delivered through the practical application of this knowledge and understanding.
Studying design and technology equips students with essential skills for innovation, problem-solving, and practical application of knowledge. With the integration of physics and maths, students gain a deeper understanding of the scientific principles that drive technological advancements. This interdisciplinary approach fosters a greater understanding of our natural world and appreciation for the interconnectedness of science and technology in shaping our world.
What are we studying?
Core technical principles: New and emerging technologies
Autumn 1
Spring 1
Autumn 2
Energy generation and storage Developments in new materials
Specialist technical principles: Forces and stresses
Ecological and social footprint
Selection of materials and components
Designing and making principles: Investigation, primary and secondary data
Summer 1
Environmental, social and economic challenges
The work of others
Design strategies
Communication of design ideas
Spring 2
Summer 2
are we studying?
Core technical principles: Systems approach when designing Mechanical devices
Materials and their working properties.
Specialist technical principles: Using and working with materials
Surface treatments and finishes
Specialist techniques and processes
Designing and making principles: Prototype development
Material management
Specialist tools and equipment
Specialist techniques and processes
Drama
Comedy: Students will be introduced to various comedic techniques and styles in drama, including mischief theatre, slapstick, stage combat, physical comedy, vocal comedy, and scripted comedic scenes Through practical exercises, scene study, and performance opportunities, students will develop their understanding and skills in comedic performance, emphasising timing, physicality, vocal delivery, and comedic storytelling.
How it will be assessed
Creative ideas Students are assessed on their creative ideas, which the teacher assesses through observations in class
Performance: Near the end of Summer term 2 students will perform a short, Shakespeare play for which they will be assessed
Autumn 1
Spring 1
Comedy Techniques Slapstick
Mime
Exaggeration
Improvisation
Noughts and Crosses Exploration
Exploring the themes of the play Noughts & Crosses by Malorie Blackman: racism, friendship and privilege
Learning a range of techniques to bring the play from page to stage
Autumn 2
Summer 1
Performing a play: Exploration
Understanding the plot of the play
Exploring themes
Developing characters
Spring 2
Comedy Performances and evaluation
Using voice for comic effect
Performing comedic scripts
Analysing the impact of choices
Noughts and Crosses
Performances and Evaluation
Performing small scenes from the paly in group
Learning how to use voice, physicality and space to convey character and themes
Evaluate the impact of their Dramatic choices
Performing a play: Performing Learning lines and blocking
Summer 2
Performing to a live audience
Creating characters
In the autumn term, Year 8 will undertake a whole novel study of The Whale Rider by Witi Ihimaera. This beautifully wrought contemporary novel, set in New Zealand, explores the intersection of tradition and change through the story of a young girl determined to prove her worth in a maledominated cultural legacy. Pupils will analyse the narrative style, key themes, character development, and the author’s use of language and structural techniques. Major themes include leadership, gender roles, cultural identity, and the connection between people and nature making the novel especially relevant for encouraging reflection on inclusivity and heritage. Alongside critical analysis, students will also complete creative writing tasks inspired by the text.
In autumn 2, year 8 will study a selection of poems dating from 1650 to the present day They’ll explore poems about different kinds of journeys. Island Man by Grace Nichols shows a physical journey from the Caribbean to London, using dialect to reflect her home culture. The Night Mail by W H Auden is about a train delivering letters to Scotland, showing how exciting travel can be Swing Low, Sweet Chariot by Wallace Willis and his daughter Minerva, freed slaves from Oklahoma, is a spiritual song of hope, freedom and the journey to a spiritual home. In The Canterbury Tales, Chaucer’s pilgrims travel from Southwark to Canterbury during spring, full of energy and purpose. Paradise Lost by John Milton is an epic journey about Satan’s fall and Adam and Eve being banished from Eden. The Road Not Taken by Robert Frost explores life choices, while My Father Thought It by Simon Armitage shows a son learning from his father. ‘The Love Song of J. Alfred Prufrock’ by T.S. Eliot reflects a man’s inner struggle and fear of rejection Students will compare poems, learn ke
How it will be assessed
Autumn 1: Critical analysis essay - choice of theme or character
Autumn 2: Critical analysis essay on a poem
Term
What are we studying?
Autumn 1 Literature – The Whale Rider by Witi Ihimaera
Autumn 2 Literature - ‘Modern’ poetry
Term
Spring 1
Spring 2
Epic Poetry from antiquity
Year 8 Curriculum Overview
Autumn Term 2025
Summer 1
Summer 2
What are we studying?
Students will explore Homer’s epics The Iliad and The Odyssey, and Virgil’s The Aeneid. They will focus on the following themes:
Love and friendship | Fate | Free will | Honour | The glory of war Rage | Betrayal
Students will practise their comprehension skills and examine the text with a creative lens, producing text transformations and different pieces of transactional writing
Exploring the canon – character study
Students will be exposed to a range of texts from the literary canon; they will zoom in on key characters including their traits, their actions, and how the wider contexts of the novels contribute to their lives They will focus on the following characters and texts:
Bertha Mason, Jane Eyre Miss Havisham, Great Expectations
The Monster, Frankenstein My Hyde, Dr Jekyll and Mr Hyde Jay Gatsby, The Great Gatsby Winston Smith, 1984
Students will examine extracts from these texts and will continue to develop their analytical writing skills whilst dealing with more challenging nineteenth century texts
The Tempest by William Shakespeare In Summer 1, students will begin and cover the first half of the play
Students will learn about the context of the play and the time it was written
Students will conduct a detailed exploration of character relationships
Key themes that will be covered:
Fate | Magic and the supernatural | Revenge | Love | Forgiveness
Man and monster
Students will continue to develop their analysis skills and in-depth essay writing
The Tempest by William Shakespeare In Summer 2, students will complete and cover the second half of the play
Students will learn about the context of the play and the time it was written
Students will conduct a detailed exploration of character relationships
Key themes that will be covered:
Fate | Magic and the supernatural | Revenge | Love | Forgiveness
Man and monster
Students will continue to develop their analytical skills and in-depth essay writing
Year 8 are going to start discovering their new textbook, Tricolore 2. The Tricolore method has proven to be very efficient in KS3 for GCSE preparation. The students will start the year by talking about their city, shopping and food. We will then move on to learning about European countries, places, and what to do in a city.
How it will be assessed:
The four skills (reading, writing, listening and speaking) will be alternatively assessed There will be a test at the end of each unit for all the skills except speaking that will be carried out separately The speaking assessment usually takes place when the teacher feels the students confident enough Vocabulary tests will be done on a regular basis
Autumn 1
Autumn 2
Unit 1: In Town
Talk about shops and shopping including what is sold in shops and say how much of something you want to buy
Talk about money and prices, and discuss choices when shopping
Shopping in France
Practise expressing opinions
Practise creative writing.
Unit 2: We make plans
Talk about countries in Europe
Learn the names of different countries and continents
Talk about modes of transports and what they are or aren't going to do.
The pupils will learn to talk about what they can and cannot do and they will be describing places.
The partitive article
Some -er verbs
Regular -re verbs
Expressions of quantity
Negative form
Regular -ir verbs
“to”, “at”, “in” a town, country, continent
The verb “partir”
The verb “venir”
The future with aller (and the negative form)
The verb “pouvoir” + infinitive
The infinitive
French
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
In unit 1, the pupils will learn to talk about shops and shopping including what is sold in shops and say how much of something you want to buy they will also learn to talk about money and prices, and they will discuss choices when shopping they will learn about shopping in France and practise expressing their opinions at the end of unit 1 they will practise creative writing
In unit 2, the pupils will talk about countries in Europe, they will learn the names of different countries and continents they will talk about modes of transports and what they are or aren't going to do the pupils will learn to talk about what they can and cannot do and they will be describing places
In unit 3 we will work on school and routine We will learn how to describe a morning or an evening routine, talk about daily activities, talk about what you do and don't want to do, talk more about school and describe a school trip or a day in a French school Our cultural focus will be to find out about Louis XIV
Unit 4 is about family, we will learn how to describe yourself and others, greet and introduce people, talk about staying with a French family, discuss helping at home, talk about the past, use expressions of time, talk about presents and what you have done recently, describe a visit, talk about choices, talk about television and books, describe a favourite programme or book
In unit 5, we will find out about cafés in France, say what drink we’d like, learn how to buy drinks, food and snacks, describe food and recent meals, understand a short story, say what things did and did not happen, discuss menus, express likes and dislikes and order a restaurant meal
In unit 6, we will discuss travel plans and revise the 24-hour clock, understand and ask for rail information, learn which verbs of the perfect tense need the auxiliary être, talk about air travel, describe a journey and a day out, discuss what we did recently, give our opinion, find out about William the Conqueror, describe a journey in the past and practise creative writing
FLAM
In the first part of the term in the year “Cinquième”, students will dive into the enchanting world of poetry and will explore the works of renowned poets such as Aloysius Bertrand, Henri Michaux, Robert Desnos, Raymond Queneau, and Francis Ponge. In this unit, students will not only read and appreciate these poetic masterpieces but also could recite and bring the words to life. Building on their language skills, students will revisit the grammatical classes, sharpening their understanding of nouns, verbs, adjectives, and more. They will learn to identify and properly match verbs with their subjects, ensuring grammatical accuracy in their own writing. Furthermore, students will delve into the intricacies of using different tenses and modes in their written expressions, expanding their repertoire of linguistic tools.
In the second part of the term, students will explore childhood and adolescence narratives by discovering excerpts from major works such as The Adventures of Tom Sawyer by Mark Twain, A Good Little Devil by the Countess of Ségur, My Father's Glory by Marcel Pagnol, Boy: Tales of Childhood by Roald Dahl, Promise at Dawn by Romain Gary, and Autobiography of a Courgette by Gilles Paris. They will analyse the relationships between the child (or adolescent) and the world around them, discover the comedic register, and examine various literary devices. Students will also deepen their understanding of literary genres and revisit the fundamental principles of syntactic construction with simple and complex sentences. Additionally, they will review the essential tenses for narrative construction: the present and the past simple indicative.
How it will be assessed:
At the end of each unit, students will be assessed on their reading comprehension, grammar skills and writing abilities.
They will be asked to write and present two book reviews per term.
Term
Autumn 1
Autumn 2
What are we studying? 5ème
Découvrir des oeuvres poétiques :
« Ondine » d’Aloysius Bertrand ; « Le Grand Combat » d’Henri Michaux ; « Littérature » de Robert Desnos« L’Huître » de Francis Ponge ; « La Cimaise et la Fraction » de Raymond Queneau ; « L’Huître » de Francis Ponge.
Lire et réciter un poème.
Revoir les classes grammaticales.
Repérer et accorder un verbe avec son sujet.
Utiliser les temps et les modes.
Connaître les caractéristiques du poème.
Récits d’enfance et d’adolescence :
Découvrir des extraits d’œuvres majeures : Les Aventures de Tom Sawyer de Mark Twain, Un bon petit diable de la comtesse de Ségur, La Gloire de mon père de Marcel Pagnol, Moi, Boy de Roald Dahl, La Promesse de l’aube de Romain Gary, Autobiographie d’une courgette de Gilles Paris.
Analyser les rapports entre l’enfant (ou l’adolescent) et le monde qui l’entoure.
Découvrir le registre comique.
Découvrir plusieurs procédés littéraires.
Approfondir la connaissance des genres littéraires.
Revoir les principes fondamentaux de la construction syntaxique avec la phrase simple et la phrase complexe.
Revoir des temps indispensables à la construction du récit : le présent et le passé simple de l’indicatif. Y e a r s u m m a r y A u t u m n
FLAM
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying? 5ème
Découvrir des œuvres et des textes relevant de l’épopée, du roman et de la bande dessinée :
L’Iliade et l’Odyssée d’Homère ; L’Énéide de Virgile ;
L’Île au trésor de R L Stevenson ;
Des extraits d’albums de Tintin d’Hergé ;
Hunger Games de Suzanne Collins
Découvrir la notion de héros et d’action héroïque
Approfondir la connaissance des genres littéraires
Connaître les caractéristiques de la bande dessinée
Revoir un des temps indispensables à la construction du récit : l’imparfait
Repérer et employer l’adjectif qualificatif
Découvrir et lire une comédie de Molière : Les Fourberies de Scapin
Jouer un personnage de théâtre
Découvrir les différents types de comique
Approfondir la connaissance du genre théâtral
Reconnaître et employer le subjonctif présent
Reconnaître et employer l’impératif
Lire un conte merveilleux qui propose la représentation de mondes imaginaires : « La Petite Sirène » de Hans Christian Andersen
Imaginer un monde relevant du merveilleux
Approfondir la connaissance des genres littéraires
Reconnaître et construire des groupes nominaux
Revoir un temps indispensable à la construction du récit : le passé simple
Découvrir le monde médiéval grâce à des figures héroïques du Moyen Âge
Approfondir la notion de héros et ses caractéristiques
Inscrire le héros médiéval et ses valeurs dans une permanence
Jouer avec le lexique et son histoire pour comprendre notre langue
Savoir analyser la phrase simple en utilisant les notions de constituants facultatifs et obligatoires Y
Geography
In this topic during Autumn 1, Year 8 students will explore the question: ‘What makes a successful settlement?’ They will learn what settlements are, why they develop in certain locations, and how factors like site, situation, and function influence their growth. Using examples such as Manchester, students will understand how some settlements evolved and prospered over time. They will study the different types of settlements and services, and explore urban land use through the Burgess Model, identifying key zones within a city The topic ends with a focus on modern urban challenges, such as traffic and pollution, and how cities can become more sustainable through public transport, green spaces, and safer environments. Moving into autumn 2, students will be introduced to globalisation by looking at ‘What lies in my Frappuccino?’. In this topic, we will understand important terms such as containerisation and globalisation, applying this to the increasing connectivity of the world and how raw materials are manufactured into products to be sold globally via supply networks Students will have the opportunity to think critically about the ethics of intensive production and working conditions in less developed countries, and how these issues can be solved.
How it will be assessed
Autumn 1: assessment will take place halfway through the topic with a formative test on the principles of urban settlements, before a final creative assessment presenting a sustainable city concept
Autumn 2: assessment will be in form of a low stakes’ multiple-choice quiz halfway through the topic to identify understanding of key concepts and definitions, with a final poster assessment at the end of the topic
Geography
Term
Autumn 1
What are we studying?
Settlements and Urban Geography
What is a settlement, site and situation, factors for location. The function and role of settlements; high and low order services and settlements.
Considering the spatial distribution of settlements (various types).
Why some settlements grew. What the functions of a settlement are, and how this helped some to prosper. E.g. Manchester
Urban land use models (Burgess Model) and the characteristics of different urban zones. Integrated transport systems and the problem with cars; public transport
The concept of sustainability; emphasise public transport, green spaces and safety.
Globalisation – ‘What lies in my Frappuccino’?
Understanding Globalisation: Students explore how the world is increasingly interconnected through products, people, ideas, and technology.
Autumn 2
Spring 1
Spring 2
Global Trade and Supply Chains: The journey of everyday items—like iPhones and coffee— is used to illustrate complex international supply chains.
The Coffee Case Study: Coffee is used as a central case to explore food miles, production conditions, and global demand.
Ethical Trade and Fairtrade: Students critically assess the inequalities of global trade and examine how Fairtrade aims to create a more just system.
Population Change - ‘Do the push factors outweigh pull factors for international migration?’
Understanding population distribution in the UK and factors influencing these patterns
Creation of population graphs through time
Describing different types of migrants and causes for migration.
Understanding both push and pull factors and their link to migration patterns.
Describing and explaining the positive and negative impacts of migration to both the source and origin countries
Exploring two separate case studies of migration: Mexico and Syria
Climate Change – ‘How dangerous is climate change to our future?’
Understand the causes of climate change, including natural and human factors. Explore the greenhouse effect and its impact on global temperatures.
Examine evidence of climate change and its global and local impacts.
Investigate how individuals, governments, and organisations are responding to the climate crisis.
Consider the importance of sustainability and personal responsibility in tackling climate change.
Geography continued
Term
Summer 1
Summer 2
What are we studying?
Coastal Landscapes – ‘How has our coast shaped the UK?’
Learn how the sea shapes the coast through erosion, transportation, and deposition. Find out how features like cliffs, bays, arches, and beaches are formed.
Explore why some coasts are at risk and how we try to protect them using different methods.
Discover how people use the coast and the problems this can cause. Study real places like the Holderness Coast to see how coasts change and are managed. Look at coastlines around the world – from tropical beaches to stormy cliffs – and compare how different countries deal with coastal challenges.
Maps, Myths and Legends
Students to explore the history of cartography and what has driven changes in our understanding the of world through time.
Follow the footsteps of four major explorers and how they shaped our understanding of the world.
To investigate if exploration was only a force of good (cultural and Colombian exchange) or led to exploitation and spread of diseases.
History
Students will be exploring British, European and world history, c.1500-c.1900. Within each of the broad topics listed below, students will investigate a series of enquiry questions, written to pique their interest in the past and provide them a problem to wrestle with, just as historians do.
How it will be assessed
Students will complete in-class assessments, including essay writing, source analysis, knowledge tests, and creative challenges Essay writing will challenge students to communicate arguments about historical concepts, such as causes or change and continuity Source analysis will challenge students to critically evaluate materials from the past, explaining what we can learn from those materials and why they are valuable Knowledge tests are intended to teach students the important skill of revising content, so they are well prepared in techniques that will serve them through to A Level should they wish to pursue it! Creative challenges are designed to push students to represent their historical knowledge and understanding in a way that mimics the application of history in the world today, including media-based applications such as TV and documentaries Assessments will take place each half-term, giving students opportunities to learn, apply, reflect and then practise again at regular intervals
History continued
Term
Autumn 1
Autumn 2
What are we studying?
The Big Story of the Early Modern period, 1500-1900 Assessment: Do you agree with Collin’s view on how Europeans redefined themselves, 1500-1900?
Rulers in focus: Who did it best: the Tudors or the Ottomans Assessment: Empires compared, in what ways were the Tudors and Ottomans similar and different?
Spring 1
Spring 2
Summer 1
Early Modern Beliefs & Power Assessment: Substantive knowledge test
Summer 2
Early Modern Ordinary Lives: did they get better? Assessment: Substantive knowledge test
Diversity: Early Modern Migrants
Assessment: Create and explain a poster, infographic or digital presentation commemorating the impact of at least one of the four migrant groups studied in this unit
World Study: The Americas
Assessment: Write a diary/journal from the perspective of a traveller to the Americas, documenting the impact over time of European exploration and colonisation of the region
Year 8 will continue Latin moving up to Latin to GCSE Book 1 in the Autumn term of year 8, having covered the imperfect, perfect and present tenses to look at the future tense and following the stories of the Iliad and the foundation of Rome by Romulus and Remus, looking at the Roman Kings into the early republic.
How it will be assessed
Students will be assessed on vocabulary knowledge 25 words per week This will be assessed with a translation and comprehension task before the October half-term and during the Christmas exams – these assessments will be 45 minutes each with a 15 minute comprehension task and a 30 minute translation task
Term
Autumn 1
What are we studying?
Aeneas and the Roman Future
Future tense verbs (1 and 2nd conjugation)
Irregular perfect tenses (consolidation from Year 7)
Personal pronouns and possessive adjectives
Future tense of ‘ sum ’ and ‘ possum ’
Adverbs from adjectives and temporal adverbs
From Aeneas to Romulus: The Roman kings
- third person subject and object pronouns
- third person subject and object possessives
Autumn 1
Sabine Women and the Ascension of Romulus
Pluperfect tense of regular verbs
Pluperfect tense of ‘ sum ’ and ‘ posse ’
The reign of King Numa
Eo – to go (all tenses)
Prefixes and compound verbs: all 5 active tenses
Tarquinius Superbus - last king of Rome
The rise of the Roman Republic
Culture: Sources and interpretations – how did the Romans celebrate the Saturnalia festival
Year 8 Curriculum Overview
During the first half of the Autumn term, Year 8 students will study Jinbu 1 Chapter 4 focusing on the topic of "School." They will learn how to describe school subjects, tell the time, talk about their school timetable, and compare their school experiences with those in China This unit also promotes cultural understanding by exploring the differences and similarities between Chinese and British education systems.
In the second half-term, students will move on to Chapter 5: "Food and Drink." They will learn to talk about their food preferences, describe different types of food and drink, discuss mealtimes, and order food in a restaurant. The topic also introduces regional Chinese cuisines, helping students develop practical language skills and a deeper appreciation of Chinese food culture.
How it will be assessed
In addition to having a weekly vocabulary test, students will have an exam after each half term that will include listening, reading, translation, and writing exercises They will also have an oral exam to familiarise themselves with the format of the final exams
Autumn 1
Spring 1
JB1 Chapter 4 School
Describe school subjects and express their preferences
Tell the time in Mandarin
Talk about their school timetable
Explore and compare school life in China with their own experiences
JB2 Chapter 1 Holidays
Talk about the weather and using different time frames
Talk about different countries and languages
Talking about where they like to go on holiday
Using different means of transport
Using past time markers to talk about where you went on holiday
Autumn 2
Summer 1
JB2 Chapter 3 Where do you live?
Talking about places in a town
Learning to use relative place words
Using future time phrases to talk about weekend plans
Describing your house using comparisons
Talking about jobs and what you would like to do in the future
Spring 2
JB1 Chapter 5 Food and Drink
Talk about what they like to eat and drink
Learn different types of food and beverages
Discuss their daily mealtimes
Order food in a restaurant setting
Explore regional Chinese cuisines and discuss food culture in China
JB2 Chapter 2 All about me
Describing people’s appearance using verb-adjectives
Describing your room
Talking about clothes and colours
Talking about daily routines, learning about teenagers’ daily routines and clothes in China
Summer 2
Revision of studied material
End-of-year assessment
Maths
In Year 8, students continue to build upon the foundations laid in Year 7, developing fluency, accuracy, and confidence across a range of mathematical strands. The curriculum is structured to ensure a strong grasp of number, algebra, and proportional reasoning, while also expanding into more abstract thinking and applications.
Autumn Term: Strengthening Number and Algebra Foundations
Autumn 1 – Advanced Operations with Decimals, Fractions, and Percentages
Students refine their calculation skills with decimals and fractions, including mixed operations and conversions. They also explore percentage increase/decrease and real-life applications such as financial maths.
Autumn 2 – Transformations and Algebra
Learners investigate geometric transformations (translations, rotations, reflections, and enlargements) and delve deeper into algebraic manipulation, including expanding and factorising expressions and solving linear equations.
Spring Term: Patterns, Proportions, and Probability
Spring 1 – Index Laws, Linear Graphs, and Sequences
Students are introduced to the laws of indices and apply them in simplifying expressions. They learn to plot and interpret linear graphs and explore different types of sequences, including arithmetic and geometric patterns.
Spring 2 – Ratio, Constructions, and Probability
This half-term focuses on proportional reasoning through ratio and scale. Students also develop precision with geometric constructions using compasses and rulers, and begin to understand basic probability concepts and language.
Summer Term: Geometry in the Real World
Summer 1 – Volume, Surface Area, and Bearings
Students calculate the volume and surface area of 3D shapes, including prisms and cylinders. They also learn to interpret and measure bearings, applying angle rules and directional reasoning in practical contexts.
Summer 2 – Pythagoras’ Theorem and Trigonometry
Learners explore the relationship between the sides of right-angled triangles using Pythagoras’ Theorem and are introduced to basic trigonometric ratios (sine, cosine, and tangent), applying them to solve real-world problems.
The Year 8 curriculum aims to develop a well-rounded mathematical thinker, preparing students for the more formal study of GCSE topics from Year 9 onwards.
How it will be assessed
Students will sit a 45-minute written assessment at the end of the term. They will also have continuous assessment through low-stakes mini-tests, so that they can track their progress and what areas of development they might need to work on.
Autumn 1
Autumn 2
Spring 1
Spring 2
What are we studying?
Advanced operations with decimals, fractions and decimals
Transformations and Algebra
Index Laws, Linear Graphs, and Sequences
Ratio, Constructions, and Probability
Summer 1 Volume, Surface Area, and Bearings
Summer 2
Pythagoras’ Theorem and Trigonometry
Through a practical programme which includes listening, composing and performing music, pupils will learn about Film music. In this unit, students explore how leitmotifs, dynamics, tempo, and timbre convey emotion and support storytelling. They will analyse iconic scores and use keyboards or music software to create soundtracks for visual clips. Students compose original leitmotifs and layer soundscapes to accompany short video scenes. The unit will conclude with a full scene soundtrack, presented with peer feedback.
In the Theme and Variations unit, students will study classical examples and learn to transform melodies creatively. They will compose their own variations in different styles and perform or record their final pieces.
How it will be assessed
Performance and composition of a piece of film music. Listening assessment. Performance and composition of a theme and variations. Listening assessment
Autumn 1
Spring 1
Film Music: Exploring film music elements
Creating leitmotifs and soundscapes
Scoring a scene
Pop Songwriting:
Structure and lyrics
Melody and chords
Hooks and riffs
Programme Music:
Summer 1
Listening and analysing music that tells a story
How the elements of music are used to evoke emotion
Autumn 2
Spring 2
Theme and Variations:
Understanding Theme and Variation form
Performing and analysing variations
Composing original variations
Jazz: Introduction to Jazz & Swing Improvisation
Jazz Ensemble
Summer 2
Writing a story board and creating music in pairs to match the story
Performance of programme music compositions
Year 8 Curriculum Overview
The Year 8 students will focus on three sports: football, netball, and padel tennis. The lessons will take place off-site at St Mary’s University, where students can make use of indoor facilities and outdoor pitches, as well as at Imber Court for padel tennis.
In football, students will practice essential skills such as passing, shooting, and dribbling through small-sided games that emphasize the dynamics of attack versus defence. They will be taught the proper techniques for each skill and will enhance their understanding of the sport through individual practice, partner work, and group activities.
In netball, students will deepen their understanding of the fundamental skills necessary to play the game, including throwing, catching, and movement. They will learn the rules, basic positions, shooting techniques, and various types of passes used in competitive situations. Through partner practice and group tasks, students will broaden their knowledge of the sport.
How it will be assessed:
In football and netball, the students will be assessed on their replication of skills, ability to influence the game, to be able to make tactical changes in a game and the ability to analyse performances of their own and their opponents. The teacher will assess this through observations in Sports lessons and mark their performance in games.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence. Netball: Passing, shooting, attack vs defence, positions & conditioned games.
Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence. Netball: Passing, shooting, attack vs defence, positions & conditioned games.
Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Indoor climbing: safety, tactics, body weight exercises, competitive climbing tasks. Golf: putting, driving, mini golf and house tournament.
Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Indoor climbing: asafety, tactics, body weight exercises, competitive climbing tasks.
Golf: putting, driving, mini golf and house tournament.
Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.
Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.
PSHE
Our PSHE curriculum in the Senior School provides students with a broad and balanced programme that supports their personal growth, emotional wellbeing, and understanding of the wider world. It covers all areas of PSHE, including the statutory elements of Relationships and Sex Education (RSE) and Health Education.
The curriculum is structured into six key learning themes, delivered across the academic year: Careers & Aspirations, Finance & British Values, Healthy Relationships, Sex Education, Healthy Body, and Healthy Minds. These themes are revisited each year, allowing students to deepen and expand their understanding as they progress through the Senior School. This spiral approach ensures that each topic is explored with increasing maturity and relevance, helping students build confidence, empathy, and resilience throughout their time in the Senior School.
Parents have a right to request that their child be withdrawn from sex education delivered as part of RSE up to three terms before the child turns 16. At this point, if the student themselves wishes to receive sex education rather than be withdrawn, the school will make arrangements for this to occur in one of the three terms before their 16th birthday – the legal age of sexual consent. More information on this will be shared during the parent information evening in September.
How it will be assessed
PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application. At the end of each half term, the students will complete self-reflection sheets for teachers to monitor understanding and adapt future teaching.
are we studying?
Living in the Wider World - Careers and Aspirations
Managing my behaviour to achieve
Autumn 1
Communication skills
Teamwork
Navigating work, study & careers
Entrepreneurship
Relationships - Healthy Relationships
Friendships
Healthy behaviours in relationships
Spring 1
Gender and stereotyping
Homophobia & Transphobia
Prejudice
Healthy Body – Building blocks of a healthy body
Body image & self-perception
Nutrition, Diet & energy balance
Summer 1
Vaping, nicotine & addiction
Movement, motivation and physical strength
Cancer awareness & prevention
Autumn 2
Spring 2
Summer 2
studying?
Living in the Wider World – Finance & British Values
Understanding credit & debit
Staying in control of money
Consumer rights
Friendship challenges
Similarities, differences & peer influence
Relationships – Sex Education
Consent Contraception
Sexting
Dangers of pornography
STIs
Healthy Mind Mindfulness
Building self confidence
Emotions
Self-awareness
Science
For the first term of the year, they will cover health and lifestyle, the periodic table, and electricity and magnetism before moving on to look at biological processes.
In the health and lifestyle topic, they will cover lessons about nutrition, food tests, unhealthy diets, the digestive system, bacteria and enzymes, drugs, alcohol, and smoking.
In the periodic table topic, they will learn about elements, physical and chemical properties of metals and non-metals, and different groups in the periodic table.
In the physics topic, Electricity and Magnetism, they will learn about circuits, current, potential difference, resistance, magnetic fields, and electromagnets.
In the second biology topic of biological processes, they will learn how plants make food through the process of photosynthesis and its importance for all life on Earth. They will look at how leaves are adapted to maximise this process and the effects of minerals on plant growth. They will then move on to the process of respiration and will compare aerobic respiration to anaerobic respiration in animals and fermentation in plants.
The textbook we are using this year is an online textbook using the Kerboodle platform. Students will be shown how to log in and access this during their first few science lessons.
How it will be assessed
Approximately each half term there will be a mini test on the topics covered that half term or term. These will take place during normal lessons and will be timed to coincide with the ending of topics, so may not be exactly at the end of each half term. At the end of the year there will be an end of year exam covering all the topics looked at over the whole year. This will be during the school’s assessment week and will be a longer exam.
are we studying?
Autumn 1 Health The Periodic Table Health and Periodic Table test
Autumn 2
Spring 1
Chemical Reactions Chemical Reactions Test
Spring 2
Summer 1
Ecosystems and Adaptations
Metals
Ecosystems, Adaptations, and Metals test
Summer 2
Electricity and Magnetism Biological Processes
Electricity, Magnetism, and Biological Processes Test
Separation Techniques
Energy
Separation Techniques and Energy Test
Further Metals
Ecology Project End of Year Exam
2 lessons a week
Year 8 will begin this course by delving deeper into GCSE topics, taking most resources from Viva 2.
During the first term, they will learn to introduce themselves and talk in more detail about themselves, both physically and in terms of personality and their families, as well as what they like to do in their free time, even depending on the weather. They will also be able to express their hobbies in detail, including when they do them and why they like them. The future and conditional tenses will be introduced to discuss future plans related to these topics.
How it will be assessed:
When it comes to assessing this part and ensuring that students have acquired the appropriate knowledge on the topic, they will have a written exam that includes reading, listening, translations, and writing sections
Term
Autumn 1
Autumn 2
What are we studying? Stream 1
“ Mi familia y yo” (My family and I)
Description of myself and members of my family
Comparatives
Who do I look like?
Relationships: To get on well with And reasons
Things you like to do with your family “En mi tiempo libre/Mis pasatiempos” (Hobbies)
Things you like to do and reasons
Things you do depending on the weather
Sports
Adverbs of time
Todo sobre mi vida” (All about my life)
What do you use your phone for?
Music
TV programmes and cinema
Past tense
Things you did recently
Revision of the whole topic
Spanish,
Spring 1
Term
Spring 2
Summer 1
Year 8 Curriculum Overview
What are we studying? Stream 1
“ En el restaurante” (At the restaurant) Meals during the day
Understanding the menu
How to order at the restaurant
Near future (I´m going to have ) Things you are going to buy Using three tenses together
Improving how to get opinion
Revision
“Planes con los amigos” (Plans with friends)
Arranging to go out Querer/poder
Getting ready Using reflexive verbs
Clothes
Events
Revision
“ De compras” (Shopping) Shops and items
What you have in your city
And what you would like to have Problems at the shops and solutions
Summer 2
Revision of the whole year material for the end of year assessment