Teaching and Curriculum at Hampton Court House
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
Autumn 1 Graphic design
Interaction of colours.
Autumn 2
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.
Autumn 1
Spring 1
Core technical principles: New and emerging technologies Energy generation and storage Developments in new materials
Autumn 2
Summer 1
Specialist technical principles: Forces and stresses
Ecological and social footprint
Selection of materials and components
Designing and making principles: Investigation, primary and secondary data
Environmental, social and economic challenges
The work of others
Design strategies
Communication of design ideas
Spring 2
Core technical principles: Systems approach when designing Mechanical devices
Materials and their working properties.
Specialist technical principles: Using and working with materials
Surface treatments and finishes
Specialist techniques and processes
Designing and making principles: Prototype development
Material management
Summer 2
Specialist tools and equipment
Specialist techniques and processes
Drama
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
Year 8 are going to start discovering their new textbook, Tricolore 2. The Tricolore method has proven to be very efficient in KS3 for GCSE preparation. The students will start the year by talking about their city, shopping and food. We will then move on to learning about European countries, places, and what to do in a city.
How it will be assessed:
The four skills (reading, writing, listening and speaking) will be alternatively assessed. There will be a test at the end of each unit for all the skills except speaking that will be carried out separately The speaking assessment usually takes place when the teacher feels the students confident enough Vocabulary tests will be done on a regular basis
Term
Autumn 1
Autumn 2
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
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
Summer 2
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
Revision of the whole year material for the end of year assessment.
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
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,
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 Curriculum Overview
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
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
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 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
Volume, Surface Area, and Bearings
Pythagoras’ Theorem and Trigonometry
Music
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
c o n t e n t
A u t u m n
Y e a r s u m m a r y
PSHE
